Introduction
Undergraduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for... Show more
Introduction
Undergraduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2023–Summer Semester 2024. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2023
Phone: 612-330-1000
www.augsburg.edu
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Greeting from the President
A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a
map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you
will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I
hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a
lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and
that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend
time for the next several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I
believe you will find it not only tells you about the character and essence of our institution, but also about our mission
of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is
located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a
setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own
talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the
core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, PhD
President
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About Augsburg University
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in
the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate
not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students
to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society—their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich
and varied learning opportunities in real-life situations through academic internships, experiential education,
volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester,
Minnesota, are extended campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus
and the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Established a Direction
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August Weenaas was Augsburg’s first president (1869–76). Professor Weenaas recruited two teachers from Norway:
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for
theological study.
In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological
students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is
also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 150 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876–1907), required
students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was
a group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president
(1938–62). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the
college had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when
the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963–80), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational
opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen
Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college next (1980–97). He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of
the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting
two graduate degree programs, hosting national and international figures at college-sponsored forums and events,
increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the
James G. Lindell Library.
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William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 1998, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on
September 1, 2017.
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Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
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An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about
graduate programs, visit augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, Minnesota, and international locations around the world.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University
both internally and externally. These centers are:
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Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen
the educational experiences of our students. Their themes are reflected in Augsburg's mission to educate students to
be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major,
either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational
opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in
the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC
is a five-college consortium that allows day program students to take courses on other campuses without additional
charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine
University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the
Twin Cities section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a
bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience
adult students bring to the classroom. It is a means by which students can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional
studies.
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Minneapolis – Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and
efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face
classroom instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting.
Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester – Adult Undergraduate Program
Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the
institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site
classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks
south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810
3rd Ave SE, Rochester, MN, 55904.
In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate
program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings,
making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester
classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with
the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by
taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this
location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based
evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information
about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship,
Drama, and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students,
as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student
Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place
for student organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication
Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library
functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team
in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for
Learning and Accessible Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of
the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker
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Room, the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general
auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies,
with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency
with architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Relations Offices, the Master of Arts in
Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also
houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference
Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and
Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge,
study, and utility areas.
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Accreditation, Approvals, and Memberships
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United
States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that
ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are
accredited or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business
education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant (ARC-PA)
Accredits physician assistant
programs in the United States
MS Physician Assistant Studies
American Music Therapy Association (AMTA)
Advanced the music therapy
profession and approves music
therapy degree programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional
organization for psychology in the
United States, accrediting doctoral
programs in clinical, counseling, and
school psychology
Doctor of Psychology
Commission on Collegiate Nursing Education
(CCNE)
National accreditor for
baccalaureate, graduate, and
residency/fellowship programs in
nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
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National Association of Schools of Music
(NASM)
National accreditor for
undergraduate, graduate, and other
credentials for music and
music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota
that prepare candidates for teacher
licensure
BA/BS Elementary Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is also an institutional member of the following associations
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal
education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality
evidence-based preparation of educators who are ready to
teach all learners
American Association of Higher Education
(AAHE)
Dedicated to the advancement of higher education
Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes
student exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and
universities in the United States and Canada
Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
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National Council of Schools of Professional
Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education Association
(PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities
Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin,
religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership
in a local human rights commission, or any other legally protected status in its education programs and activities,
employment policies and practices, or any other areas of the University, except in those instances where there is a
bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to
providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents January 2021)
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Vice President for Student Experience and Success
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has Deputy Officers:
Deputy Officer for Students:
Mike Grewe | Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may
assist as investigators of complaints.
Discrimination and Bias Reporting
Augsburg University strives to create a welcoming and inclusive environment for all students, staff, faculty, and guests.
However, like any community, there are times when inappropriate, hurtful, and/or harmful incidents take place.
Please let us know if you or someone you know have experienced discrimination, bias, and/or hostility.
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View Augsburg’s Discrimination and Bias Policy to learn more. To report an incident, use the Discrimination and Bias
Reporting form. Additional information about the reporting process can be found in the Augsburg Student Guide.
Questions or concerns can be directed to the Equity and Inclusion Initiatives Department.
Contact Information:
Joanne K. Reeck
Vice President for Equity and Inclusion | ADA/504 Compliance Officer
612-330-1126 | inclusion@augsburg.edu
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights
accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence
that the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate educational interests. A school official is a person employed by the university in
an administrative, supervisory, academic or research, or support staff position (including law enforcement unit
personnel and health staff); person or company with whom the university has contracted (such as an attorney,
auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee,
such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school
official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or
her professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that
may be released for any purpose at the discretion of Augsburg University without notification of the request or
disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to
inform Augsburg University not to release Directory Information, any future request for such information from
persons or organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email address
The student’s date and place of birth
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The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your
Directory Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the
letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of
Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy
and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy,
contact Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University follows the terms of the US Copyright Law in granting exclusive rights under the Copyright Act to
faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to
disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program
compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a
student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of
any professional licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited
to additional coursework and training, supervised clinical experiences, and successful passage of state or national
exams. Other licensure requirements may include background checks, years of work experience, fingerprinting
requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the
Augsburg University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone
numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the
Registrar’s Office.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary
action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account is the official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email account. If a student, faculty or staff
member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to
the forwarded email account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day
program students may request a campus mail box. Students should check their campus mailbox regularly.
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Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University
is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony.
A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:00
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee..
● Students with an unweighted GPA of 2.75 or higher are automatically admitted through the Augsburg Applies to
2U (direct admission) process. Students with a GPA of 2.74 or below will be evaluated and reviewed through the
standard, holistic review process.
Transcripts
● An official transcript from the high school is required of first-year applicants.
o Students with a 2.74 or lower GPA must submit an official transcript. First-year applicants who are still
high school students at the time of application should have their most recent transcript sent, followed by
a final and official transcript upon graduation. If the student has taken college courses, including while in
high school, an official transcript from each institution should also be sent prior to registration and
orientation. General Education Development (GED) scores may be presented instead of the high school
transcript.
o For students with a 2.75 or higher GPA (who qualify for direct admissions), will need to submit an
unofficial transcript at the time of applying. An official transcript will be required upon enrollment to the
University.
Test Scores
● Beginning in Fall 2021, submission of ACT or SAT test scores are no longer required for incoming (first-year or
transfer) students applications. For more information please refer to our Test-Free Admissions Policy. For
additional information please refer to Augsburg’s Admission Application Requirements.
Recommendations
● Letter(s) of recommendation are no longer required for admission but may be requested by discretion of the
admissions office.
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Essay
● First Year applicants may be asked to submit written responses to essay questions if they do not qualify for the
direct admissions process.
Additional Information
● If there is additional information that may have affected the applicant’s previous academic performance, it may
be included within the application and discussed individually with an admission counselor. On occasion, the
Admission Committee may defer a decision on a candidate’s admission until additional information has been
received. For example, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
Notification of an Admission Decision
● Under direct admissions, or Augsburg Applies 2U program, students with a 2.75 or higher GPA will be notified
immediately of their admission decision. Students who are applying to Augsburg outside of those programs, will
be notified within two weeks after the application file is complete and has been evaluated. Notification is on a
rolling basis and begins in September.
Confirmation of Admission
● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
● Students should complete the application for admission, including the essay question(s), and submit them to the
Admission Office. Students may apply online with no application fee at augsburg.edu/transfer.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Recommendations
● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
● If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic
recommendations may be required by the Admission Committee before an admission decision is made. On
occasion, the Admission Committee may also defer a candidate’s admission until other information has been
received. For example, test scores, results of current coursework, additional letters of recommendation, or writing
samples may be requested by the committee. If any additional credentials are needed, the Admission Office will
inform the candidate.
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Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are
required to meet the following requirements for admission consideration for any Adult Undergraduate program:
●
●
●
Have a minimum of 12 transferable credits and
Are applying to one of the 11 eligible Adult Undergraduate majors and
Students must meet one of the following requirements:
o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or
more transferable credits
o Have 3+ years full-time work experience since high school graduation
o Have 3+ years of significant family care commitment since high school graduation
o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation
o Have military service since high school graduation
o 24 years or older at the date of matriculation
AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence
life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students
enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg
University advisor when considering the Adult Undergraduate program.
Application for Admission
● Students should complete the application for admission and submit it to the Admission Office. Students may
apply online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Augsburg students who are in a withdrawn status must apply for readmission through the Registrar’s Office to resume
attendance. Readmitting students do not pay an application fee. See the Return to Campus policy for more
information.
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Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a
space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as
a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial
transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit
official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your
application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major,
and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s
previous degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the
United States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing internationaladmissions@augsburg.edu or
calling 612-330-1359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
●
●
●
●
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes
as required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published on the Student Financial Services website.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, and the Campus Greening Fee. Specific
courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2023-2024
Semester
Year
●
●
●
$21,571.00
$400.00
$1,348 per credit
$43,142.00
$800.00
$5,392 per 4 credits
$1,348 per credit
$222.00 per term
$5,392 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2023-2024
●
●
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
●
●
Audit Fee (taking a class for no credit)
Music Lesson Fees
o ½ Hour Lesson
o 1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
●
●
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/residencelife/rates.
Detailed meal plan rates and flex point options can be found at https://www.augsburg.edu/residencelife/rates/.
Adult Undergraduate Tuition and Fees
Tuition and fees are published on the Student Financial Services website.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through
a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
●
●
Adult Undergraduate - Minneapolis
Adult Undergraduate - Rochester
$460.00 per credit
$460.00 per credit
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$1,840.00 per 4.0 credits
$1,840.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late
fees and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online
at www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail,
or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or
American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card
payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a
vendor contracted by Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with
any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg
accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the
service fee and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for
aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as
stipulated in the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time
work opportunities. The university cooperates with federal, state, church, and private agencies in providing various
aid programs.
21
The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or
grant (except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of
admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer
students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal
Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student
Financial Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’
Children, and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
●
●
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the
interest while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower
is responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
●
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
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Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students receiving financial aid are making satisfactory academic progress toward the completion of a
degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely.
It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to
meet the following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet
Records and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and
co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection
agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per
year (.67% per month) will be added onto your student account balance. For example, this means that for every
$1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment
returned by the bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department,
Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to
collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms,
withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a
collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release
financial information about her or his account and other pertinent information such as address and phone number to
third parties who are dealing with the collection of the account balance. By providing us with a telephone number for
a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone
dialing system – from us and our affiliates and agents at that number. This express consent applies to each such
telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls
and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg
University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40%
of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts.
Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge
under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in
full.
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Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled
“Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this
date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This
policy is effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible
for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund
calculations are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total
number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the
Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to
add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending
classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the
date the school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of
days that a student attended classes before the last date of attendance. If the student receives more aid than they
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‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education.
After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to
completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may
need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
Unsubsidized Direct Loan
Subsidized Direct Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed.
If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional
aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a
post-withdrawal disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation.
Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can
verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online
to verify that all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a
refund will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that
start midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were
issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with
your statement. Bookstore purchases charged to a student account are intended for students who have excess
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financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services
before you purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the
following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in
writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an email when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising
from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and
the ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing
the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully
completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least
two unannounced drug tests and meets one of the following criteria:
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The program received or is qualified to receive funds directly or indirectly under a federal, state, or local
government program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes
or regulations.
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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major
metropolitan area. They make many new friends among roommates and classmates. They are just steps away from
Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over
1,000 students living on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that
students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a
higher grade point average. Residence Life staff are professional and student team members available to support
students in their academic and co-curricular experiences. Through their efforts residential community members
become acquainted with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to
welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special
themes or issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security,
laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway
connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the
Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
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Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing
for the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313
students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study,
and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and
two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains
kitchenette units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are
furnished with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost.
Meal plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upper class students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks,
and dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle
and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a
meal-to-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students
may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and
field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of
the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a
multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to
enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for
new students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg
University. It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
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Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
Student organizations provide students the opportunity to become involved in various interests, passions, and
activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and
develop an organization around a common purpose while making an impact on both the Augsburg and greater
community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students
to gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and
mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and
greater communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long
skill-building training program.
Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness,
knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments
for incoming first-year and transfer students by learning to work across social identities and backgrounds while
implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with
the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about university
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about university resources and services, hear about
academic programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Military and Veteran Services
The Student Veteran Representative is available to provide assistance to active military personnel and student
veterans around concerns such as financial aid, military benefits, and student programming. To connect with them,
email studentvetrep@augsburg.edu.
The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who
are active military personnel and student veterans to lounge, study, and connect with each other.
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Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As
a university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry
staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, vocational discernment or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach,
retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are
examples of the wide variety of activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We equip
students, faculty, staff, and community members to address public issues, make change, and build a more trustworthy
democracy.
Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape
their lives and communities.
The Sabo Center serves as a:
Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting
campus and community through partnerships, classes, and more.
Leadership Incubator: We cultivate transformational public leadership through programs that build individual and
collective power.
Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make
change in their own communities.
Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and
democracy building. Utilizing a public work framework, we engage with students, scholars, and community members
to co-create democracy in our communities and in our institutions.
Bonner LEAD Fellows
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called Bonner
LEAD Fellows (Leaders for Equity, Action, and Democracy). Through this program, students have paid positions in
community based organizations and community serving programs. Those selected to be Bonner LEAD Fellows are
students with diverse racial, ethnic and geographical backgrounds and experience in community and public work.
Through placements with partner nonprofit organizations and community programs, students work an average of 220
hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a
low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their
work-study placements, students participate in civic engagement efforts on and off campus.
Campus Kitchen
Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish
bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs
focus on this engagement:
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Food to Share
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Meals served and grocery bags distributed by student employees, volunteers, and service learners to
youth programs, seniors, and community centers. Most of the meals are created with the surplus food
from Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food
distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes.
Food to Grow
o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community
members to grow their own food. Communal plots are open for anyone to harvest from, and excess
produce is incorporated into the meal program.
Food to Know
o Understanding our food system and community health through programs that educate on issues of
hunger and poverty, and cooking and gardening classes in the community and on campus. Participants
learn about the connections between food, health, and the environment; and develop cooking and
gardening skills.
Environmental Stewardship
Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic,
and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center
hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental
changes in our practices, facilities, curriculum, and campus culture.
Community Engaged Learning
Community Engaged Learning provides students with opportunities to understand and respond to social issues
through course-embedded service experiences and civic engagement activities. A key component of community
engaged learning is reflection on and analysis of community issues in order to promote personal and educational
growth and civic responsibility. By connecting classroom content with service-learning experiences in the city,
Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues.
Workshops
The Sabo Center offers workshops and training sessions on topics related to civic, community organizing, and political
engagement. Workshops are open to students, staff, faculty, and community members.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours.
Many other ensembles are available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus each year under the direction of the Theater Program and have the
opportunity to attend a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging
of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such
as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Life, Equity and
Inclusion Initiatives, American Indian Student Services, Latins Student Services, LGBTQIA+ Student Services,
Pan-Afrikan Student Services, Pan-Asian Student Services, University Events, the Copy Center, Shipping and Receiving,
Dining Services, and Mail Services.
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The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area
and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in
this area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day
Student Government serves as the primary voice and liaison between Day students and the administration, faculty,
and staff of Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are
ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal
articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell
also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s
archives and special collections. Our digital collections include full runs of campus publications such as The
Augsburgian, The Echo, Library and Murphy Square as well as numerous audio and video recordings documenting the
university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any
library in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research
guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health
and physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study
and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell
Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those
who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can
check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and
other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
https://sites.augsburg.edu/techdesk/, for more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are
available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The
university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled
classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed
fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready
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student machines can connect to the campus network from residence hall rooms or any building on campus using
WiFi. All of the AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
The Clair and Gladys Strommen Center for Meaningful Work provides career education and planning services that
equip students to make effective choices about their major and career path. We help students develop lifelong career
management skills that honor their unique gifts and aspirations, aligned with active citizenship in the world. The
Strommen Center plays an essential role in students’ overall education and includes a comprehensive resource center
that emphasizes the importance and value for all students to engage in internships, career development, and the
exploration of vocation.
We help students and alumni:
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Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
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Internships for Academic Credit
o An internship for credit is a carefully planned, work-based learning experience where a student focuses on
specific learning objectives. An academic internship is approved, supervised, and evaluated by a faculty
member in the department in which the student wishes to earn the internship credit. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their
experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4
semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours
per week or 80 total hours for the semester. Internships for four credits require a minimum time
commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16
semester credits of internship may count toward the total credits required for the degree. Upper division
internships completed off-campus for credit will fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are
typically part-time during the academic year and/or full-time during the summer, but may have flexible
start dates and schedules. Students choosing to complete this option will register for the internship
during the term in which they will be completing the experience, set learning goals, complete a minimum
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of 80 hours, and reflect on their experience. Strommen Center staff supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or
part-time. The Work Connections option allows AU students to utilize their rich and often extensive work
history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU
students choosing to complete this option will register for the Work Connections course (AUG EX4) during
the term in which they intend to complete their project and reflection work. Students write learning
outcome goals that integrate their on-the-job experience with classroom learning and complete reflection
assignments describing an academic and work connection. Strommen Center staff supervise and evaluate
the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university
and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating
units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students
in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers
academic progress questions, and provides comprehensive academic support (e.g., training in time management,
note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting).
Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year,
students declare their major and are assigned to a faculty mentor in their major department, developing the
faculty-student mentoring relationship.
While all students are required to meet with their faculty mentor(s) each term prior to registration, students are
encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must
declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records
and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is
submitted.
Auggie Achievers Program
Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in
one of several courses designed to develop and enhance important study habits and life skills needed to aid in
academic success. In addition, the program helps students transition to college through one-on-one meetings with
their academic advisor.
Tutoring/Supplemental Instruction Services
Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental
instruction in specific courses. Visit the Academic Advising website for a list of available courses and/or to complete
the Tutor Request Form. Response time varies based on tutor availability. You will receive an email as soon as a tutor
is available.
Satisfactory Academic Progress Probation
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on
Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all
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necessary requirements as outlined on the Academic Advising website. For more information see the Satisfactory
Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in
its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects
Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students
with diverse backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions
may include:
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities
and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good
academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good
academic standing, and graduate within six years. The program serves students who are low-income, first-generation
college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and
motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or
permanent residents or refugees, must demonstrate academic need for program services, and must be committed to
succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS
staff advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy
skill-building
Academic degree planning, including registration planning each term, major and career decision-making, and
long-term course planning
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Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly
at 612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the U.S. Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs
who are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2)
a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a
group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A
major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a
faculty mentor. Scholars receive a $6,000 research stipend, plus a room and board stipend, and funding for research
supplies. Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
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Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
3-Day Graduate School Application Bootcamp
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking
research, scholarship, and graduate and pre-health science opportunities. URGO also supports faculty and staff in
their work to engage students in these areas. Services include:
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Undergraduate Research
● Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $6,000, a supply budget and
a housing stipend.
● Academic year research
$1,200 to pursue scholarship with a faculty mentor
● Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students
to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
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Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Global Grant
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Obama Voyager Scholarship
Public Policy and International Affairs
Pickering, Payne and Rangel Fellowship
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
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Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
Other Initiatives
● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
● Fund student travel to national academic conferences to present research findings.
● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private
colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people
are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, staff, and off-campus partners to explore how each person’s contributions can be uniquely valuable
and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this
understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in
the curriculum as well as through the center’s various initiatives.
The Christensen Center for Vocation is committed to working with diverse religious communities, nonprofit
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organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be
informed citizens, thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its
core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other
proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to
recovery focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access
to campus support services in order to ensure their educational success. Participation in StepUP offers students
leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give
back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join
together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the
friendships and bonds that students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Life
The Department of Multicultural Life strives to be a national leader in multicultural student success and social justice
education within higher education. Through collaboration with key departments, offices, and individuals; the
development and implementation of cultural- and social-critical educational programming; and the focused
mentoring and support of historically underrepresented student populations, the department works to co-create a
university environment that allows for all members to fully engage in the entirety of their collegiate experience.
MLife is the sister department of Equity and Inclusion Initiatives (EII). EII’s department mission is to facilitate the
creating and maintaining of a University environment that affirms, engages, and values the wholeness of all
individuals so that they may fully immerse themselves in the Augsburg experience.
Multicultural Life Programs:
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American Indian Student Services
Latinx Student Services
LGBTQIA+ Student Services
Pan-Afrikan Student Services
Pan-Asian Student Services
For more information, visit the Multicultural Life website.
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978.
For more information, visit https://www.augsburg.edu/aissp/.
Latinx Student Services
Originally established in January 1994 to support a growing population of international and second generation
Hispanic and Latinx students, the office of “Hispanic/Latino Student Services” was rebranded in 2017 to “Latinx
Student Services” in recognition of the changing demographics and varied needs of current Latinx students at
Augsburg University.
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For more information, please visit https://www.augsburg.edu/lss/.
LGBTQIA+ Student Services
Originally a student group named BAGLS (Bi-sexual and Gay Lesbian Services), Lesbian, Gay, Bisexual, Transgender,
Queer, Intersex, and Asexual (LGBTQIA+) Student Services was transformed into a program when the first permanent
staff person was hired in 2003.
Now LGBTQIA+ Student Services works to improve the campus climate for all students at Augsburg University by
developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that
honors and affirms the wholeness of all identities.
For more information, please visit www.augsburg.edu/lgbtqia.
Pan-Afrikan Student Services
Pan-Afrikan Student Services traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to the Civil Rights era through sit-ins and teach-ins held on and off campus. As a result,
Black Student Affairs was born and it has evolved over the years into Pan-Afrikan Student Services.
For more information, please visit https://www.augsburg.edu/panafrikan/.
Pan-Asian Student Services
The Pan-Asian Student Services program was created at Augsburg University in 1992 to help recruit and retain
Asian-American students and to enhance the quality of their overall collegiate experience.
For more information, please visit https://www.augsburg.edu/panasian/.
Financial Assistance
Multicultural Life Scholarships recognize returning underrepresented undergraduate students in the Day program.
Students who are eligible and awarded will receive a $2,500 – $5,000 (depending on the scholarship) annual,
renewable award. These scholarships are for returning students of American Indian, Latinx, Pan-Afrikan, and
Pan-Asian descent and/or a student who has participated, demonstrated record of and/or potential for leadership and
awareness within the communities mentioned above.
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a
variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and
staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for
studying, relaxing, and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and
monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture,
which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives.
The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for
Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us
on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at
the WRC are posted online with Human Resources as they become available.
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Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term, confidential, strengths-based counseling, from a stance of cultural humility which seeks to
honor each student’s goals, cultural background, and identities. Counseling services are provided by licensed
counselors with extensive experience working with a college population. Counseling is free, confidential, and available
to all students enrolled at Augsburg. Through counseling, students can name personal strengths and challenges,
identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values
and choices. Counseling services to students include individual counseling, group counseling, assessment and referral
to additional campus and mental health resources, educational workshops, and consultations in the case of concern
for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship
concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues,
eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and
other concerns. Professional counseling can help increase student academic success both by increasing the
opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to
academic success. If CWC staff are not the right source of support for addressing a student’s concerns, assistance with
referrals to community support and specialized services is available.
CWC also offers wellness educational programs for the Augsburg community. This includes activities and events to
increase student awareness and utilization of health and wellness related skills and tools. CWC staff collaborate with
classes, departments, and student groups to support the overall health and well-being of the Augsburg community. A
weekly Wellness Wednesday series offers opportunities to de-stress, develop connections, and learn about wellness
related tools and skills. To find out more about wellness related activities offered by CWC throughout the year, follow
them on instagram @augsburgcwc.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international
students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for
Wellness and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with The People’s Center, located just
across the street from campus. For students without health insurance, People’s Center provides certain clinic health
services (addressing basic health concerns, some immunizations, flu shots) with a minimal $5 co-pay at the time of
the visit. Emergency services of any kind are not covered through the contract between Augsburg and People’s Center.
People’s Center has dedicated staff available to assist students in accessing insurance if they would like to explore that
option. Students with health insurance can also access People’s Center for a variety of clinic or other health services.
A student’s health insurance provider will be billed for medical services and the student will be responsible for any
co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call
612-330-1707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall, the fitness centers are equipped with stationary
bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal
and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS
team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible
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Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual
compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and
individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS
advises students regarding the F and J regulations so that students maintain their immigration status while completing
their academic programs.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban
and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad
or away in every student’s degree program.
Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs
challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.”
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity
to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, door gain fluency in a foreign language in many countries around the
world. Programs vary in length from one week to a year abroad.
Schedule a virtual or in-person appointment to learn how you can study abroad or study away in the USA.
studyabroad.augsburg.edu.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to students. Currently, Augsburg has active exchanges in Austria, China,
Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available
and all coursework is in English, with the opportunity to study the host country language. Travel grants are available
for these programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or
elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from
eight days to five weeks and offerings change annually. Scholarships are available for some programs.
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Augsburg CGEE Programs in Africa, Europe, Latin America and the USA
The purpose of Augsburg’s CGEE programs in Africa, Europe, Latin America and the USA is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, living several weeks with host families in urban settings, and camping (on the
River Semester program). Scholarships are available.
Augsburg in Central America
New Activisms, Human Rights and Social Justice in Central America, Yucatan & Chiapas – Fall or Spring
This program explores the struggles of people in Mesoamerica, a region that stretches from central Mexico to Costa
Rica. While learning or polishing your Spanish, you will know more about the human rights crisis the region currently
faces from the perspective of historically marginalized communities (such as: Indigenous and Afro-descendant people,
peasant communities, women, members of LGTBQ+, and youth). You will explore the historical causes of social, ethnic,
racial, and political conflicts that have shaped the region and engage with communities, groups and individuals who
are organizing themselves to respond to the challenges they face today: From the use of history and memory in local
struggles for reparation and justice; to reflections about how religion has informed feminist, Afro-descedant, queer,
and environmental initiatives; to sharing time with people carving out new economic and social alternatives or forced
to flee their homes due to political, environmental, or economic causes. See full program description on the program
website.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students
can take one course per session, and take up to four courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including
Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a
number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights. See a full program description on the program website.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical
Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical
context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual
Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world
experiences. See a full program description on the program website.
Liberal Arts, Migration and Social Change– Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in
various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future
academic and professional pursuits. This is an excellent program for those who also need to meet General Education
Requirements. Students can satisfy general education requirements in Fine Arts, Natural Sciences (with a lab), Social
Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options
available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment
options. See a full program description on the program website.
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Communication and Media Studies: Migration & Social Change in Mexico — Fall
The mission of this program is to develop socially-conscious media professionals equipped for the challenges of
modern-day media, including responsible journalism on critical issues such as (im)migration and the environment.
Through hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant
returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants
will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional
lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies,
and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a
full program description on the program website.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate
and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program
description on the program website.
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its
goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231,
which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester. See a full program description on the program website.
Augsburg in Northern Ireland
Conflict, Peace, and Transition in Northern Ireland - Fall or Spring
Students will critically examine the work of justice, reconciliation, and repair while learning about the Northern
Ireland conflict, often referred to as “The Troubles”. This conflict and its legacy ripple out into the language,
governance, and everyday life of Northern Irish citizens.
Students will complete an intensive internship, lasting seven weeks of the program, coupled with an internship
seminar. Internships will allow students to be actively involved in the ongoing work of peacebuilding and community
development in the region. Additional courses include “Understanding the Politics of Northern Ireland,” and “Building
a Sustainable Democracy,” earning 16 credits on this program. Throughout the semester, students will meet with
community members directly impacted by violence, who now work to share stories and foster healing dialogue. See a
full program description on the program website.
Augsburg in South Africa and Namibia
Decolonizing the Mind: Racial and Environmental Justice in South Africa and Namibia —Fall or Spring
This program examines the crucial issues of justice and decolonizing the mind, from the perspectives of the new
democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South
African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build
nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by
today’s world—climate change, rapid globalization as well as under- and unequal development. Decolonizing the mind
is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available
courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different
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departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the
program website.
River Semester Fall
Travel from the Headwaters to the Gulf of Mexico as part of this unique educational expedition. Students earn a full
semester of college credits with a customized curriculum focused on environmental justice and social change in the
Mississippi watershed. This is a chance to explore new ways of learning and living, outside the carbon-intensive
confines of mainstream educational practices. By traveling outdoors in a relatively isolated group, the River Semester
provides a COVID-safe alternative to on-campus classes and living in the dorms. See more information on the
program website.
Application Process
In order to Study Abroad or Away, students should follow these steps:
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Attend an information session (in person or online).
Research programs.
Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general
requirements. Talk with Student Financial Services staff about payment options. Talk with family members and
other staff on campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline.
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the
affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines
and eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad
and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application
process includes a required Course Equivalency Form, where students list the courses they want to take on their
program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other
assigned faculty to meet the course equivalencies.
Credits, Grades and Residency
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Students studying off-campus for a semester/year must take a full load of credits.
Students must take courses with traditional A-F grading (P/LP/N is not permitted).
Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and
thus are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away:
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Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher
GPA.
Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term,
faculty-led programs may allow participation as a first-year if the student receives approval from the
faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before studying off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation
after admittance to an off-campus study program may be withdrawn from the program. In that case, the student
is responsible for all non-recoverable program costs incurred.
Students must resolve any outstanding balances on student accounts before studying off campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these
programs on a first come, first served basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program
fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular
financial aid to their off-campus study program costs.
Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals,
excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other
expenses are not included in the price of semester programs. To assist students with good financial planning, the
Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student
considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a
student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can
apply toward the program costs. Students should talk to the Study Abroad and Away team about additional
scholarships that are available for semester and academic year programs.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise,
and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on
Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply.
The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation,
and interpretation/translation services. However, students on winter and spring-break programs pay no additional
tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges.
Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the
additional cost of these programs.
Students are required to attend the information session and read the advising handbook for any updates to
scholarships and financial aid policies.
Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience
after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and
charged to the student account. Depending on when the notification of withdrawal is received, students may owe
only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the
program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if
applicable.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
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Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities
to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless,
students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as
program selection. Some accommodations cannot be effectively arranged if requested on short notice.
In addition, students should be prepared for the fact that disability is culturally defined differently around the world.
Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities.
However, providing access by US standards can present unique challenges in international settings. The expectation
on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the
country and culture, there may be different ways to define accessibility and different expectations in terms of
accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an
appointment with CLASS.
Continuing Education Program
The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and
noncredit programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations
including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest
Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and
the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other
campuses. No additional fee is required for such an exchange, except for private instruction in music or approved
independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered
Augsburg University courses and do not impact the residency requirement. The permanent record of courses for
which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host
ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better
acquainted with the other schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States
Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout
the United States and Puerto Rico; students can register through normal course registration
processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF
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and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a
corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command
and effective communication, develop physical fitness, and practice military customs and courtesies). College
students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and
college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty
Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on
the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an
agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at
Augsburg. For more information, visit the University of Minnesota Army ROTC website.
Exchange Course Programs
In addition to the ACTC program, Augsburg undergraduate students have the opportunity to enroll in classes through
a partnership with Rize Education. Registration through this partnership will be included in Augsburg tuition charges
and factored into student financial aid awards.
Students may take no more than one course each term through Augsburg’s exchange programs, including ACTC.
Requests to take more than one must be approved by academic petition.
Rize Education
Augsburg participates in the Rize course sharing agreement to supplement offerings for the Game Design major.
Interested students should contact Professor Jenny Hanson for more information.
Additional subjects through Rize may be approved in the future.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary
method of registration, although registration can be processed through the Registrar’s Office with a Registration Form
in instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
First-year students are required to meet with their academic advisor prior to registration for their first year. All other
students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students
should also consult with departmental advisors when planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear
as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student
will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a
number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances,
missing immunization forms, unmet financial aid requirements, a Dean of Students hold, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses
were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for
possible credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with
the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students
who believe they have already completed the prerequisite in question should contact the Registrar’s Office at
612-330-1036 or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
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THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify
the correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as
full-time students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester
credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22
semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For
students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This
includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit
limit will also incur a tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan
to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial
Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen
Center website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
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Students must register the internship for the academic term that coincides with the internship experience.
Complete the online Internship Site Agreement form and the Internship Registration Form found on the
Strommen Center website under the Internships & Augsburg Experience section. The following signatures
must be secured prior to the start of your internship.
o Faculty Signature: If registering your internship for academic credit you will need to find a faculty
member willing to supervise and approve the internship based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship
information and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
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Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor
and/or department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form.
For drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY courses.
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ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing,
the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will
pay their program's graduate rate for those courses.
Academic Honesty Policy
A university is a community of learners whose relationship relies on trust. Honesty is necessary for the functioning of
the Augsburg University community. Academic dishonesty destroys the trust necessary to the functioning of this
community and is, therefore, abhorred and prohibited.
In its 1990 "Statement on Plagiarism," The American Association of University Professors (AAUP) Committee B on
Professional Ethics notes that one form of academic dishonesty, plagiarism, "is theft of a special kind [in which] a
fraud is committed upon the audience that believes those ideas and words originated with the deceiver. Plagiarism is
not limited to the academic community but has perhaps its most pernicious effect in that setting. It is the antithesis of
the honest labor that characterizes true scholarship and without which mutual trust and respect among scholars is
impossible."
It is, of course, necessary that academic dishonesty be defined so that all concerned will know their responsibilities.
The following guidelines are intended to help define academic honesty policies and describe the process involved in
assuring adherence to these policies.
These policies and definitions are included in the Augsburg University Student Guide and the Augsburg University
Faculty Handbook. Faculty members are encouraged to call attention to the policy in their syllabi and introductions to
their courses and to note in their syllabi any specific concerns, additions, or penalties particular to their courses.
Nevertheless, it remains the responsibility of students to have read and understood these definitions and policies.
Students who do not understand these definitions and policies should seek assistance from their professors, Office of
the Provost, Academic Deans, or Dean of Students.
Definitions
1. Plagiarism. Plagiarism is probably the most common and obvious form of academic dishonesty. Plagiarism is
defined in the Student’s Book of College English by Skwire and Chitwood (Encino California: Glencoe
Publishing Co., 1975) as follows:
Plagiarism is the use of facts, opinions, and language taken from another writer without acknowledgment. In
its most sordid form, plagiarism is outright theft or cheating; a person has another person write the paper or
simply steals a magazine article or section of a book and pretends to have produced a piece of original [work].
Far more common is plagiarism in dribs and drabs; a sentence here and there, a paragraph here and there.
Unfortunately, small-time theft is still theft, and small-time plagiarism is still plagiarism. For your own safety
and self-respect, remember the following rules - not guidelines, rules:
a. The language in your paper [or oral presentation] must either be your own or a direct quote from the
original author or source. If a direct quote, the original author or source must be properly cited.
b. Changing a few words or phrases from another writer's work is not enough to make the writing “your
own.” (See “a” above.) The writing is either your own or the other person's; there are no in-betweens.
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c. Footnotes or citations acknowledge that the fact or opinion expressed comes from another source. If
the language comes from another source, quotation marks are necessary in addition to a footnote or
citation. Other methods of indicating use of a direct quotation such as indentation are acceptable if
they are commonly recognized.
d. A writer may not avoid a charge of plagiarism simply because the work from which material has been
used is included in a citation somewhere in the writing. Each occurrence of the use of another
person's work must be cited.
2. Other Forms of Academic Dishonesty. Other forms of academic dishonesty include the following:
a. Using external assistance in the completion of course assignments and examinations unless such
assistance has been specifically authorized by the instructor. Such activities as the use of "cheat
sheets," looking at another student's answers during a test, and using unapproved resources are
forbidden. Assistance requiring instructor authorization might include but is not limited to use of
technology (e.g., a calculator, phone, the internet, forms of artificial intelligence), use of books or
notes during an examination, using professionally prepared materials, or having another person make
specific suggestions for changes and corrections on an assignment. It is, for example, acceptable for a
reader to suggest that a paragraph is unclear or needs more detail; it is unacceptable to offer specific
rewording or details for inclusion. Use of official University tutors or the Writing Lab for assistance is
not ruled out by this section unless specifically forbidden by the instructor.
b. Handing in material for course assignments that has been, in large part, used to meet requirements in
other courses without gaining previous permission of the instructor.
c. Presenting as one's own work what has been done wholly or in part by another person or a
professional service without gaining the previous permission of the instructor. This prohibition
includes but is not limited to allowing another person to conduct research or select written materials
that will be used to complete an assignment, using a paper or assignment prepared by another
student as an assignment in a previous course, using papers prepared by other individuals ( found on
the internet or elsewhere) or generated through the use of artificial intelligence that may be
submitted in whole or in part or used as the basis of a rewritten paper.
d. Failing to acknowledge that work has been done collaboratively. It is dishonest to work with another
student or several students on a single project that will be multiplied and turned in separately as if it
were the work of each individual alone.
e. All collaborators on a project must be explicitly identified. This prohibition is not intended to
discourage appropriate collaborative work but to emphasize that collaboration must be
acknowledged.
f.
Fabricating research in the completion of assignments. This prohibition includes but is not limited to
entirely or partially fabricating scientific research results or inventing information or citations for use
in completing assignments.
g. Interfering with the work of another student. It constitutes academic dishonesty to hinder the work
of another student by stealing, destroying, changing, or otherwise interfering with that student's
accomplishment of academic assignments. This prohibition involves but is not limited to such things
as stealing or mutilating library materials or other academic resources.
h. Knowingly assisting another student to engage in academic dishonesty constitutes itself a form of
academic dishonesty. Assisting in academic dishonesty includes but is not limited to such things as
permitting another student to complete an assignment where such assistance is not authorized by
the instructor, giving another access to a completed assignment which that student will submit as her
or his own work, allowing another student to copy during an examination, or offering information to
another during an examination.
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Sanctions and Procedures
1. At the beginning of each course, professors will spend some class time explaining any areas of the Augsburg
University Academic Honesty Policy which have particular relevance to a specific application in the course, or
the policy will be detailed in the syllabus. It is assumed that students know and understand the Academic
Honesty Policy. If you have questions, it is your responsibility to get information from the faculty member.
Professors may or may not have you sign a statement acknowledging your understanding of the statement at
one or more times during the term. The statement reads:
I have read and understand the policies of Augsburg University regarding academic honesty. I understand how
they apply to this course, and I pledge myself to abide by the policies and work to create an atmosphere of
academic integrity on the campus.
2. A faculty member who makes a determination of academic dishonesty will meet privately with the student
involved to discuss the charge and the penalty. This meeting is intended to give the student the opportunity
to understand the reason for the determination and to learn from the experience. It is also intended to give
the professor the opportunity to gain information that may be useful in understanding the student's behavior
and in deciding upon the penalty. In the event that such behavior occurs after the completion of classes (e.g.,
a term paper handed in near the end of classes), the professor may notify the student in writing.
3. Even the first occurrence of academic dishonesty by a student may result in a severe penalty. The definitions
above rather than any consideration of the student's intentions will be the determining factor in a judgment
of academic dishonesty. Intention may be considered in determining the penalty.
4. Penalties imposed by the professor may include a "zero" or failing grade on the assignment or examination
which involved the dishonesty, other academic penalties as outlined in the syllabus for the course or other
statement of policies distributed by the professor, forced withdrawal from the course, or failure in the course.
5. Faculty members have a responsibility to inform the Provost’s Office in writing of a determination of academic
dishonesty. This report will include the name of the student involved; a brief description of the event,
including supporting documentation, such as a research paper with plagiarized passages; and a description of
the penalty. This material will be kept on file in the Provost's Office under the student's name and the
appropriate Academic Dean will be notified. It will not become part of a student's regular academic record
and will not be released to anyone off campus.
6. If it has been determined that a student has violated the Academic Honesty Policy, the student may not drop
or withdraw from the course. If a student drops or withdraws from a course before an academic honesty
decision has been adjudicated, the course will be reinstated to allow for the decided disciplinary action to
take place.
7. A single serious infringement of academic honesty or recurrent incidents of dishonesty may result in
temporary or permanent dismissal from the University or withholding of the degree. Permanent dismissal
may be notated on the student's transcript. Students may be asked to meet with the faculty member(s)
involved, Dean of Students, Academic Dean, and/or Associate Provost to provide additional information about
the incident. If a student fails to attend this meeting, a decision on penalties will be made without the
student’s input. Such penalties will be determined by the Academic Dean and the Dean of Students.
Appeals
A student who thinks that a determination of academic dishonesty has been made incorrectly or that a penalty has
been too severe may appeal the decision or the penalty. Ordinarily, the student will appeal first to the chair of the
department in which the course is taught (or with the Division Chair if the Department Chair is also the instructor). If
the issue is not resolved, the student may appeal to the appropriate Academic Dean by completing the General
Student Concerns Form . Decisions made by the Academic Dean will be considered final.
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Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and
other types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass
grading system.
Explanation of grades:
Grade
Grade Points Description
A
4.00
A3.67
B+
3.33
B
3.00
B2.67
C+
2.33
C
2.00
C1.67
D+
1.33
D
1.00
D0.67
F / FN
0.00
Failure
P
0.00
Pass*
LP
0.00
Low Pass**
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses.
**The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate
courses.
Pass/Low Pass/No Pass Grades
Students who choose the P/LP/N option are cautioned:
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In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of
at least a D-.
Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank
each as a C.
The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester
credits.
Students may apply no more than eight semester credits with P or LP grades toward a major and no more than
four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are
graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they
indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by
the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The
Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted.
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Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in
the family, military commitment).
Faculty must submit the grade that the student has earned at the end of the semester, even if the student has
requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the
Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the
incomplete, which is determined by the faculty member in consultation with the student but must not exceed the
time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student
earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade.
To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or
more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's
discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of
classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if
the student requests an extension and special circumstances warrant the extension.
The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email
approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve
a longer extension.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected
that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed
and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W
grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not
negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics
courses with the same course number. Courses in which higher grades have been earned may not be repeated for
credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade
requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each
semester and grades earned, including W and N, will be recorded on the academic record.
A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than
one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will
not receive financial aid for a course that has been previously passed twice.
If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for
graduation purposes. All attempts will, however, remain on the student’s transcript.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to
audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
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listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
LP
Low Pass, D-, D, or D+ achievement (undergraduate courses only)
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Final Grade Appeal Procedure
Students are entitled to full and clear explanations of their grades. The instructor of each course has authority over all
academic matters pertaining to that course, including (but not limited to) establishing requirements, assigning grades,
and communicating the reasons for those grades to the student.
A student who believes that a final course grade is incorrect or has been inappropriately influenced by nonacademic
factors has the right to appeal that course grade. Ordinarily, the student will appeal first to the instructor; then, if the
grievance is not resolved, to the chair of the department in which the course is taught. If a student does not feel
comfortable approaching the faculty member directly, they may discuss their concerns and potential interest in
appealing with the chair of the department (or with the Division Chair if they are uncomfortable with the Department
Chair). If the grievance is not resolved, the student may appeal to the appropriate academic dean through the formal
appeal process. To the extent possible, grade appeals should adhere to the timelines and steps detailed in the
procedures below.
Augsburg University is committed to addressing concerns about student grades fairly and without significant delay.
Whenever possible, we hope that grade appeals can be resolved informally. As such, the informal appeal should be
completed before moving to a formal appeal.
Step 1: Informal Grade Appeal / Initial Consultation with Faculty Member
The student should send an email to the instructor requesting an explanation of the grade within 5 business days of
the posting deadline or the grade being posted (whichever is later). In submitting this request, the student should be
as specific as possible about why the final grade is being questioned (e.g., inquiries about grades on specific
assignments). The instructor should be prepared to discuss and show records relating to the disputed grade to both
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the course assignment(s) and grading scale as defined in the course syllabus. This disclosure should not include
information pertaining to grades of other students in the course, unless it is done so in a way that other students
cannot be identified (e.g., reporting in the aggregate). Under normal circumstances, the faculty member is expected
to respond to student requests for information within 5 business days of receiving the request.
If, after receiving the information, the student thinks that a complete or satisfactory explanation has not been
provided, the student may gather information to support their grade appeal and, within 5 business days after the start
of the following term (including summer terms), communicate with the instructor their specific concerns about the
grade that has been submitted. If the instructor is not available to discuss the appeal, the student should contact the
chair of the instructor’s department.
The instructor determines if a grade change is warranted and will notify the student of the decision. If it is determined
that a grade change is warranted, the instructor will submit the change, and explanation for the change, to the
Registrar’s Office. It is expected that a decision will be made within 10 business days of the instructor receiving the
grade appeal from the student.
If the instructor determines that a grade change is not warranted or files a grade change that the student does not
believe is appropriate, the student should consult with the chair of the department in which the course is offered.
This should occur within 5 business days following the instructor’s notification of their decision to the student. If the
instructor is the department chair, the student should contact the appropriate division chair. In the rare circumstance
where the instructor is also the department chair and division chair, the student should move directly to the formal
grade appeal process.
The department chair (or division chair), in consultation with the student and instructor (if available) will determine if
a grade change is warranted. If so, the department chair will submit a grade change, and explanation for the change,
to the Registrar’s Office. If the division chair is hearing the appeal and determines that a change is warranted they will
submit a recommendation and rationale to the dean. The dean will then submit a grade change and explanation to
the Registrar’s Office.
If the student is not satisfied with the resolution of the appeal, they can move to the formal grade appeal.
Step 2: Formal Grade Appeal / Consultation with Dean
Within 5 business days of completing the informal appeal process, the student should complete the Formal Grade
Appeal Form and submit it to the Assistant Provost and Vice President of Student Experience and Success (Office of
Academic Affairs). The Form will be forwarded to the appropriate dean for consideration. The formal grade appeal
should clearly detail the appeal, include a summary of the informal appeal process, and include
materials/documentation to support the appeal.
After reviewing the formal grade appeal, the dean may seek additional information by communicating with the
student, instructor, and/or department/division chair.
The dean will then determine if a change is warranted. If the dean determines that a change is warranted, they will
notify the instructor and submit the grade change to the Registrar’s Office along with an explanation for the change.
Typically, the dean will only change a grade to P, NP, or W. If the dean determines that a change is not warranted they
may end the appeal process.
It is expected that the formal grade appeal process will conclude within 15 business days.
Other processes exist for petitioning for retroactive or late withdrawals and petitioning to change a traditional grading
option to a P/NP. In addition, when personal matters such as illness or family emergencies interfere with a student’s
ability to complete a course, the student may file a request for an incomplete. These processes are managed by the
Registrar and the Student Standing Committee. Student/Faculty grievances that do not specifically pertain to a final
grade should be pursued through the Discrimination and Bias Incident Reporting Process. Additional University
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policies and procedures that do not fall within the scope of this appeal procedure are the Sexual Misconduct Policy,
the Standards of Conduct Accountability Process, and the Student Standing Committee.
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will
not be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting the Office of Academic Affairs.
Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Leaving the University (Withdrawal or Leave of Absence)
Withdrawal from Some Classes
Please note: This process is outlined in this policy to distinguish it from the Withdrawal from University (All Classes)
policy stated below.
Students who wish to withdraw from one or some classes, but not all classes, after the semester withdrawal deadline
must complete the Academic/Financial Petition by the last day of classes (prior to finals week for the day program).
This petition can be emailed to registrar@augsburg.edu. Prior to the withdrawal deadline, individual classes can be
withdrawn within Augnet Records and Registration.
Withdrawal from University (All Classes)
Students who wish to withdraw from all courses that are in progress must submit the Withdrawal from University
Request Form by the last day of classes (prior to finals week for the day program).
In order to ensure the financial and academic impact of withdrawal is understood, students are required to meet with
Student Financial Services and Academic Advising before submitting a Withdrawal from University.
If a student lives in campus housing, they must also seek approval from Residence Life.
A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness
to register for classes is warranted.
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When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Voluntary Leave of Absence (Day Program Only)
Day program students may apply for a Leave of Absence, which allows a one semester absence while retaining active
student status. This means that the student’s email account and online registration capabilities will remain active, and
the student will be allowed to register as normal for the semester following the approved Leave of Absence without
applying for readmission. A Leave of Absence is not necessary for the summer semester.
A leave of absence may impact a student’s academic plan.
Only students who have completed the semester immediately prior to the Leave of Absence will qualify.
The Leave of Absence cannot be extended beyond one semester.
This Leave of Absence Form must be submitted by the end of the drop/add period for the full semester.
In order to ensure the financial and academic impact of the leave of absence is understood, students are required to
meet with Student Financial Services and Academic Advising before submitting a Leave of Absence.
If a student lives in campus housing, they must also seek approval from Residence Life.
A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness
to register for classes is warranted.
When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Involuntary Leave of Absence
The Dean of Students (or designee) may place a student on an Involuntary Leave of Absence in the circumstances
involving personal or community safety. This process will be undertaken only in extraordinary circumstances when:
●
●
there is compelling information to suggest that the student is engaging in or is at heightened risk of engaging
in behavior that could lead to serious injury to others, and/or
there is a significant risk that the student will harm themselves, and that the risk cannot be eliminated or
reduced to an acceptable level through reasonable and realistic accommodations and/or effective supports.
A Dean of Students Hold will automatically be placed on a student who is placed on an Involuntary Leave of Absence.
This policy will not be used in lieu of disciplinary actions outlined in other adjudication processes at the University.
Before an Involuntary Leave of Absence is considered, efforts may be made (if circumstances warrant) to encourage
the student to take a Voluntary Leave of Absence or Withdrawal from University.
When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Administrative Withdrawal
The Registrar (or designee) may drop or withdraw a student from the university when:
●
●
The student is incapacitated.
The student was dropped from the majority of their schedule via the non-attendance/non-participation
process and there is evidence they are not attending remaining courses.
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To initiate an administrative withdrawal, the Registrar’s Office can assist in moving the request to the appropriate
approver, either one of the Academic Deans or the Dean of Students (or designee).
A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness
to register for classes is warranted.
When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email
and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file
will be deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty.
This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to
active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s
Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete
agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect
this.
Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all
parties and aid in this process.
Return to Campus
This policy outlines the process for returning to campus after a withdrawal from the University.
Step 1: Application for Readmission
Students returning to campus after withdrawing from Augsburg must complete the Application for Readmission.
Deadline
The deadline for readmission is the Friday before the semester begins. Please note: Processing may take up to 10
business days.
Transcripts from Other Institutions
If you have attended institutions other than Augsburg, please contact the Registrar’s Office to see if we already have
the official transcripts on file. If official transcripts are not on file, they must be sent to the Registrar’s Office. Your
application will be held until they are received.
Additional Documentation Needed
If you were suspended or you withdrew while on probation, the Registrar’s Office will provide a form that must be
submitted for review by the Student Standing Committee (this review extends processing time).
If you have changed your name since you last attended, you will need to submit a copy of your legal name change
documentation to have your name changed on your student record.
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Step 2: Connecting with Staff
Students returning to campus after withdrawing are strongly encouraged to connect with an Augsburg staff support
person to discuss the resources they will need upon their return to campus. Staff members that students can connect
with include:
Academic Advising
CLASS / Disability Resources
Dean of Students Office
Multicultural Life
Registrar
Student Financial Services
TRIO Student Support Services
advising@augsburg.edu
class@augsburg.edu
deanofstudents@augsburg.edu
mlife@augsburg.edu
registrar@augsburg.edu
studentfinances@augsburg.edu
triosss@augsburg.edu
612-330-1025
612-330-1053
612-330-1160
612-330-1087
612-330-1036
612-330-1046
612-330-1311
Step 3: Releasing Holds (if applicable)
All holds (e.g., Dean of Students, financial, etc.) must be cleared before you can be approved for readmission. Please
see below for more information on how to release those holds.
Dean of Students Hold
Students that have a Dean of Students Hold on their account must schedule a meeting with the Dean of Students (or
designee) prior to being able to readmission and to register for classes. To schedule a meeting with the Dean of
Students, please contact deanofstudents@augsburg.edu.
The Dean of Students may require documentation from a healthcare provider or external resource who is working
directly with the student. The documentation should be submitted prior to scheduling an appointment; otherwise,
the meeting will be postponed until documentation is submitted.
Financial Hold
Students who have a financial hold must connect with studentaccounts@augsburg.edu to discuss a payment plan in
order to reduce the amount owed to the University.
Transcript Hold
Students who have attended another institution since leaving Augsburg must submit an official transcript for that
attendance. Contact the institution where courses were enrolled and order an official transcript to be sent from that
college or university to registrar@augsburg.edu.
Return from a Voluntary Leave of Absence
To return to the University after a voluntary leave of absence, simply email registrar@augsburg.edu to inform the
University of your intent to register for classes during the next term.
Return from an Involuntary Leave of Absence
To return to the University after an involuntary leave of absence, a student must email deanofstudents@augsburg.edu
to schedule a meeting with the Dean of Students (or designee) to determine whether the student is ready to return to
the University. The Dean of Students may require documentation from a healthcare provider or external resource who
is working directly with the student. The documentation should be submitted prior to scheduling an appointment;
otherwise, the meeting will be postponed until documentation is submitted.
If it is determined that the student can register for classes for the following term, they can follow the process outlined
under Step 1: Completing an Application and Step 3: Releasing Holds (if applicable).
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Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student
Financial Services, and Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the
deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every
other week during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Only one catalog year may be elected and will apply toward all of a student's general education, major, minor, and
concentration requirements. All policies in that year's catalog apply. By default, a student's catalog year will be
determined by their first semester of enrollment at Augsburg, or re-enrollment as noted below. Students can request
a different catalog year by sending an email to graduation@augsburg.edu.
Active Students (Registered, Leave of Absence, Term Off)
●
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
●
●
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including
summers) may elect to satisfy the general education and departmental requirements outlined in the
catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect
while an active student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect
at the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Religious Holiday Policy
As an academic community, Augsburg University embraces the Network of ELCA Colleges & Universities’ (NECU)
mission to be “rooted” and “open” so that all may flourish. This necessitates that we regularly reassess the familiar
and consider new options. A community of caring mentors and colleagues makes possible each student’s intellectual
growth, personal maturation, and vocational discernment. The following policy and procedure for the observance of
recognized holy days is consistent with the university’s mission.
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Overview
In recognition that observance of recognized religious holidays may affect students’ classroom attendance and the
submission of graded work in courses, Augsburg University accommodates religious observances and holidays of
diverse religious traditions. This policy reflects the university’s commitment to being responsive to our students’
diverse religious beliefs and to encourage students’ spiritual development. In accordance with the policy, students
who miss class to observe a religious holiday are required to make prior arrangements with individual instructors for
how any work missed during an absence will be completed. Absence from class due to observance of a religious
holiday is normally excused according to university policy; however, students are expected to make up the work they
miss, and the University understands that there may be extenuating circumstances, specific to a particular course,
that make it difficult or impossible for a faculty member to grant such a request.
Faculty are encouraged to consider recognized religious holidays when establishing course deadlines and assigning
course work and to support students in their religious practices by observing this policy. To support faculty in
accommodating the religious practices and commitments of our students, Augsburg has established procedures to be
followed by students: students are responsible for notifying their instructors of a planned absence due to an
observance and/or holiday.
Procedure
The religious holiday observance notification procedure is based on the assumption and expectation that students will
act in accordance with the University’s Standards of Conduct. The procedure and subsequent guidelines for students
missing class to observe religious holidays are as follows:
●
Students are expected to formally notify their instructors at least two weeks in advance that they will miss
class in order to observe a religious holiday. Students are to complete the Religious Observance Notification
Form.
●
The Religious Observance Notification Form must be submitted online. It is routed to the faculty member
faculty member and the University Pastors in the Campus Ministry Office. Should either of these parties raise
questions about the request, they will contact the student or the faculty member’s academic dean.
●
This procedure can only be used to notify an instructor of an absence from class necessitated by observance
on a religious holiday.
●
Students are required to make prior arrangements with individual instructors for completion of any work
missed during an absence.
●
Students are encouraged to file their Religious Observance Notification Form as early in the semester or term
as possible, but must submit it no later than two weeks prior to the religious holiday to ensure that
instructors make every effort to accommodate the request. Instructors have no obligation to honor requests
made within two weeks of a planned absence as a result of a religious holiday. Absences may be considered
“unexcused” if the form is not filed in accordance with this provision.
●
If a student has a question regarding the Religious Holiday Observance Policy, they should contact Babette
Chatman, University Pastor, Director of Campus Ministry or John Schwehn, University Pastor.
●
Students may wish to consult with the Vice President of Equity and Inclusion or the faculty member’s
academic dean if an instructor is unable or unwilling to grant their request.
Working with Instructors
Because students are required to make prior arrangements with individual instructors for completion of any work
missed during an absence and instructors may want to use the same exercise that the rest of the class has completed,
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students are obligated to avoid obtaining any information about that graded exercise that would give an unfair
advantage over other students taking the course.
In the event that a religious holiday should fall during exam week, students should contact their instructor during the
first week of the course to make sure a work around is possible. If one is not possible, or there is a special
circumstance like a performance or a concert that cannot be made up, the student may be advised to take that
specific course during a different semester.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official
transcript(s). Credit is granted for college-level coursework completed with a grade of D- or better (The transfer of
D-level grades is a policy change effective for courses transferred in Summer 2023 or later). A transfer course with a
grade of less than C- will not count toward satisfying a major or a minor requirement; the transfer credits will be
removed upon registration for an equivalent Augsburg major/minor course because students cannot receive credit
twice for equivalent courses.
Augsburg accepts credit from colleges and universities accredited by institutional accrediting agencies historically
known as regional accreditors. Credit from other institutions may be approved if there is a transfer agreement in place
or by petition.
Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis
in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution are
non-transferable. Reference the Assessment of Previous Learning information for Augsburg’s options for credit by
exam or portfolio review.
The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a
student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at
Augsburg. (Refer to the Graduation section of the catalog.)
Augsburg credits are calculated in semester hours. Credits transferred from an institution using quarter hours will be
converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number
of credits that would have been earned had the equivalent course(s) been completed at Augsburg.
The number of upper-division credits earned from transfer work is based on the course level of the transfer course(s)
at the transfer institution, not the course level of the equivalent Augsburg course(s).
Transferred coursework with the Augsburg equivalents are captured on the Transfer Evaluation and the degree audit,
both of which are accessed from Records and Registration. Credits accepted in transfer are reported on the student’s
transcript. Transfer evaluation comments (if any) are sent to the student email address and stored on the comments
tab of the degree audit.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in a student’s
cumulative grade point average. Because of this, students who receive a low grade on a course at Augsburg should
retake the course at Augsburg rather than take an equivalent course elsewhere. A transferred equivalent will not
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improve their Augsburg GPA, nor will their transcript show that a higher grade was earned later for the course (or its
equivalent).
Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses
at other institutions to ensure compliance with transfer credit policy and residency requirements and to be assured
that a transfer course will achieve the student’s desired objective(s). Additional resources about transferring credit are
available on the Registrar’s Office website. The resources include access to a free, powerful tool called Transferology.
Transferology can be used by students and advisors to research transfer course equivalencies and/or develop transfer
pathways from universities across the country.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing
institution or via an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300).
Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree will satisfy Augsburg’s Liberal Arts Foundation
requirements, reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300), and will waive both
Health and Wellness requirements.
Augsburg recognizes degrees from colleges and universities accredited by institutional accrediting agencies historically
known as regional accreditors.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced
Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
●
●
●
Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of both Health and Wellness requirements
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the
credit recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Applicable credits are accepted from Air University and Community College of the Air Force.
Students should submit official transcripts from these schools during the admission process.
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Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning
may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts
college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s
previous learning, other than that which is transferred from another accredited institution, may be presented for
examination for possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal
arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee
evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for
credit recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on
the Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some
exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit
granting guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or
above the American Council on Education’s recommended score on an approved examination may receive academic
credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office
webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency in a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their
level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
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There is a departmental exam available for the subject area in question.
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There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related
to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit
assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the
faculty team applies the following criteria:
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There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at
Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not
be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to
initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon
approval of each course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg
allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential
learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the
assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams,
and credit granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total
semester credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P) or Low Pass (LP)
o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than
four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic
department. Departments with major or minor programs that allow a different number of P-graded credits
have defined those limitations along with their major and minor requirements in the catalog.
2. Completion of 36 upper division credits (numbered 300 or above).
3. Completion of a Major—Requirements for each major are listed under the departmental headings.
4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under
the Augsburg Curriculum section.
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5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some
academic programs require a higher grade point average or a specific minimum grade in each course. See the
departmental section for details about the grade and grade point average for individual majors and minors.
6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
● Transfer courses count against the senior residence requirement. Therefore, students are encouraged
to complete transfer work prior to the final 32 credits for the degree.
● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with an academic advisor or faculty mentor about any questions or
concerns. In conjunction with their faculty mentor or advisor, students should consult their degree audits when
preparing for registration. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office
are available for counsel and assistance in program planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program.
Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate
application is what makes a student eligible for commencement ceremony communications and the conferral of their
degree upon program completion.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office
about specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incomplete or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors. (See individual department and program
descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
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Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University
community to celebrate academic achievement. Participation in commencement, however, does not mean that a
student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met,
regardless of participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1)
no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the
remaining requirements will be completed in the summer or fall semesters immediately following commencement.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future
ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement
ceremony selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon
completion of the final degree requirement. This mailing will be sent to the address that displays in their Records &
Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing
addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s
Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following undergraduate degrees: Bachelor of Science, Bachelor of Arts, and
Bachelor of Music.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the
following standards could result in suspension from the university.
Requirements
At the end of each fall, spring and summer term, the university will review the academic progress of all registered
undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain
a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including
transfer credits).
Students who do not meet these requirements will be placed on Academic Probation.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits
as defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not
been submitted when SAP is run will count against completion rate.
Repeat courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
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Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
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Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
o
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Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the
student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail
to meet SAP standards and appropriate notation will be placed on the permanent transcript.
Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on
the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning.
If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students
earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation
requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid
Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will
again be required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do
not follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university.
Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension
to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are
included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full
academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will
review the application for readmission. Recommendations on how to be successful in the readmission process may be
outlined in the suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less
than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards.
Academic Good Standing
Academic good standing at Augsburg University is defined as being academically eligible to enroll in courses. This
status is separate from the Satisfactory Academic Progress standards.
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Athletic Eligibility
In addition to having academic good standing as defined above, student athletes must meet the Satisfactory Academic
Progress standard of a 66.67% credit completion rate.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
may appeal a program's dismissal decision using the University's program dismissal appeals process. Appeals are
limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a copy of a statement of appeal to the Dean of Professional
Studies and Graduate Programs. The statement must provide evidence that there were procedural errors in the
program's dismissal process that negatively affected the outcome. The statement of appeal will be the only basis for
the student's appeal. The dean must receive the student's statement of appeal within 10 days of the date on the
department's written notification of dismissal (time limits will include only business days M-F).
A complete copy of the Program Dismissal Process is available from the Office of Academic Affairs (approved by the
Faculty, May 2002).
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement
during the term. Students can qualify for the Dean’s List in two ways:
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Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be
considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to
their hometown newspapers.
Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans, eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial
Services about completion of enrollment verification and the forwarding of other information to the Department of
Veterans Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
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For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses
are covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which
they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core
curriculum introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of
Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspective. The Language courses introduce students to the skills and
sensibilities necessary to cross cultures and work across differences. Wellness courses offer students opportunities to
develop skills and habits of healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare
for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life
and religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in
its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by
the faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
● identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
● articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education
requirements), major requirements, and electives. Some students may need to complete entry-level skill courses
before enrolling in college-level classes. The general education requirements include a liberal arts foundation,
signature courses and experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
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Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
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Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
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Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
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Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
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Mathematics
Writing
Language Placement
and, if applicable, English Language Learning
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First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all
required developmental and writing courses by the end of their third term. The developmental courses subject to this
policy are:
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ENL 101
ENL 111
ENL 217 / 218
MAT 090/ 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group
(MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their
MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test,
administered by Academic Advising. Students are required to take the Math Placement Test before registering for the
first term. Practice questions and other information are available on the Academic Advising website -- students are
encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of
enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on
preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 090:
Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in
MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course
changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who
transfer an equivalent English composition course from another institution or Advanced Placement English Language
and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can
use that sample in place of the writing placement test. All other students must take the Writing Placement Test,
administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective
take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental
take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL
101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin
their exploration of modern language at the level identified by the placement test. This online placement is
administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty
representing those specific languages. Students speaking other languages can take a test through Language Testing
International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for
classes taught in English and may need to complete an English Language Learning course(s). This placement is
administered by Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing II with a grade of C-, P, or higher, or transfer in an equivalent course.
Attendance on the first day of class is required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review
and sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence
will have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness
course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered
through the Health and Physical Education Department each semester. There is a fee to take the Recreational
Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out
of this requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
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Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
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Liberal Arts Foundation
Signature Curriculum
Skills Development
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The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as
its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging
Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing
ways in which written communication can promote understanding and productive engagement among different
cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful
communication among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all religious traditions and humanist worldviews will find a generous spirit of hospitality in these
courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain,
disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding
across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are
called to live and serve as neighbors. RLN 100 explores the idea that vocation is a model and lens for viewing the
connections between our basic beliefs and the commitments and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and
Gender, Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts
Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II
requirement, that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
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Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg
education—vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on
the meaning of their educational experiences and consider issues of transition as they prepare for their lives after
Augsburg. Many Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their
place in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate
courses outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty mentors.
Majors and Areas of Emphasis
Accounting
American Indian, First Nations, and Indigenous Studies
Art Education
Art History
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Arts/Literature
Communication Studies
Computer Science (BA or BS)
Critical Race and Ethnicity Studies
Cross-Cultural Studies
Data Science (BS)
Economics
Applied Economics
Economics
Economics/Business Administration
Economics/Political Science
Mathematical Economics (BS)
Education
Elementary Education (BA or BS)
Kindergarten-Elementary (BA or BS- licensure)
English as a Second Language
Special Education: Academic Behavioral
Strategist
English
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Graphic Design
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Music
Music (BA)
Music Education (BM)
Music Education (Community-Based,
non-licensure track) (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Nursing (BSN - offered through AU only)
Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Political Science
Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy/Political Change
Psychology
Religion
Social Work (BS)
Sociology
Spanish
Student-Designed Major
Studio Art
Theater
Theology and Public Leadership
Urban Studies
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Minors
Accounting
American Indian, First Nations, and Indigenous Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Critical Race and Ethnicity Studies
Culture and Social Justice
Data Science
Economics
English
Creative Writing
Professional Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Creativity
Music
Music Business
Music Production
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
● A statement of learning goals and objectives
● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language
course, and at least five of which are upper division) and a discussion of how the courses are related to the
program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually
associated with an academic major. Proposals must include research describing comparable programs of study at
a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys
Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal
should provide information showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
● A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
● Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal petition
process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that
the student is making progress towards the degree. Students should know that registration for ACTC courses can be
limited and are advised to submit registration materials at the earliest possible time.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
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Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of American
Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance
requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School
Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support,
including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
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Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching
to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support
their teaching. They are actively involved in an exciting faculty development program that introduces them to current
thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must
be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) schedule classes typically meet in the evenings on the same night of the week Monday
through Thursday. Each program of study has a slightly different format for how often they meet. Classes may meet
asynchronously, in-person, or online synchronously through Zoom and may include independent work in between class
meetings. Students are eligible to take up to 19 credits per semester.
Courses and majors offered through AU are equivalent to their Day Program counterparts. However, the curriculum is
limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
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Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they
do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by academic departments that are grouped into three divisions for administrative
and instructional purposes:
Fine Arts and Humanities
Natural and Social Sciences
Professional Studies
American Indian, First Nations, and
Indigenous Studies
Biology
Business Administration
Art and Design
Chemistry
Education
Communication Studies, Film, and
New Media
Clinical Psychology
Health, Physical Education, and
Exercise Science
Critical Race and Ethnicity Studies
Economics
Nursing
English
Mathematics, Statistics, and
Computer Science
Gender, Sexuality, and Women’s
Studies
Physics
History
Political Science
Languages and Cross-Cultural
Studies
Psychology
Music
Sociology
Social Work
Religion and Philosophy
Theater
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian, First Nations, and Indigenous Studies
American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the
original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the
history and present situation of American Indians. The program emphasizes the interrelations among history, culture,
language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of
American Indians. This course of study exposes students to the richness and beauty of North American Indigenous
cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, , Vinodh Kutty, Jennifer Simon
Degree and Major Requirements
American Indian, First Nations, and Indigenous Studies Major
Ten courses, including:
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AIS 105 - Introduction to American Indian Studies
AIS 202 - Storytelling, Dance, and Art: Indigenous Expression
AIS 205 - Contemporary American Indian Issues
AIS 304 - Engaging Native Communities
AIS 380 - Decolonizing Practices: Reading, Writing, Research
AIS 405 - Indigenous Activism and Resistance in the Americas
Four elective courses, of which at least two must be upper division, chosen from the following:
o AIS 193 - Topics Workshop: Well-Being and Success in the University
o AIS 208 - Native American/First Nations Women and Film
o AIS 264 - American Indians in the Cinema
o AIS 295 - Topics
o AIS 299 - Directed Study
o AIS 302 - Indigenous Expressive Forms
o AIS 305 - Indigenous Issues of the Americas
o AIS 364 - Indigenous Filmmakers
o AIS 393 - Topics Workshop: Well-Being and Success After University
o AIS 396 - Internship
o AIS 397 - Internship
o AIS 398 - Internship
o AIS 399 - Internship
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o HIS 236 - American Indian History
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
o RLN 370 - American Indian Spirituality and Philosophical Thought
*AIS Majors complete the Keystone requirement by taking AIS 405.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by DST 164, MAT 111,
MAT 145, MAT 146, MAT 163, or PHI 230. Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
American Indian, First Nations, and Indigenous Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major
metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community
engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 18-20 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Director
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student
supply kit fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and are met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Visual Literacy
● ART 107 - Drawing
● ART 109 - Pixels and Vectors
● ART 240 - Art History Survey
● One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 220 - Screen Printing I
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
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o ART 280 - Hand Papermaking and Book Arts I
Twenty-two credits of electives numbered 300 or above, chosen from Studio Arts courses not applying toward
another major requirement
Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg
major requirements. The state requirements may also be subject to change after publication of this catalog. Students
therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Visual Literacy
● ART 107 - Drawing
● ART 240 - Art History Survey
● One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
● One course in graphic arts from:
o ART 132 - Photography I
o ART 220 - Screen Printing I
o ART 223 - Print Making I
● One course in fibers: ART 280 - Hand Papermaking and Book Arts I
● One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
● Two second-level courses in two different disciplines
● Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
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o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public
presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in
the spring semester.
Graphic Design Major
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All of the following core courses:
o ART 102 - Visual Literacy
o ART 109 - Pixels and Vectors
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
One of the following courses in drawing:
o ART 107 - Drawing
o ART 105 - Introduction to Architectural Drawing
One of the following courses in three-dimensional art form:
o ART 210 - Drawing for Design in Architecture
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
Ten elective credits numbered 300 or above, chosen from any ART courses not applying toward another major
requirement
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Graphic Design majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Art History Major
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Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
Two studio courses:
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o ART 102 - Visual Literacy or ART 107 - Drawing
o ART 118 - Painting I or ART 221 - Sculpture I
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
● ART 105 - Introduction to Architectural Drawing
● ART 210 - Drawing for Design in Architecture
● ART 243 - History of Architecture to 1750
● ART 244 - History of Architecture after 1750
● ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
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ART 107 - Drawing or ART 122 - Plein Air Sketching I
ART 102 - Visual Literacy
ART 109 - Pixels and Vectors
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 315 - Graphic Systems
ART 324 - Design Studio I
Studio Art Minor
Five courses including:
● ART 102 - Visual Literacy
● ART 107 - Drawing
● ART 240 - Art History Survey
● Two additional studio art courses
For a complete list of courses and descriptions, see the Course Description Search.
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Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying
molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust
platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman (Chair, Biology), Jennifer Bankers-Fulbright, William Capman, David Crowe , Teresa Krause, Emily
Schilling, Jason Tan, Leon Van Eck, Amanda Case, Michael Wentzel (Chair, Chemistry).
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
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BIO 151 and 151L - Introductory Biology
BIO 354and 354L - Cell Biology
BIO/CHM 369 and 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and 115L - General Chemistry I and Lab
CHM 116 and 116L - General Chemistry II and Lab
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L - Calculus I
One of MAT 146 or MAT 255
o MAT 146 and 146L - Calculus II
o MAT 255- Multivariable Calculus
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 355and 355L- Genetics
o BIO 361 and 361L - Plant Biology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
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o BIO 486 - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
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process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty
committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of C- in all courses that are prerequisite for higher
level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a
grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division
biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses
applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson Blackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and
physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research
through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman (Chair), Jennifer Bankers-Fulbright, William Capman, David Crowe, Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck, Chris Palaniuk (lab manager/instructor)
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic
Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
BIO 354 and 354L - Cell Biology
BIO 355 and 355L - Genetics
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
One of PHY 107, PHY 116, or PHY 121
o PHY 107 and 107L - College Physics I
o PHY 116 and 116L - Introduction to Physics
o PHY 121 and 121L - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of DST 164, MAT 145, MAT 163, or PSY 215
o DST 164 - Introduction to Statistics (with R)
o MAT 145 and 145L - Calculus I
o MAT 163 - Introductory Statistics
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
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o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five additional upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481,
or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two
different BIO485 courses in place of one upper division elective:
o BIO 351 and 351L - Invertebrate Zoology
o BIO 353 and 353L - Comparative Vertebrate Anatomy
o BIO 361 and 361L - Plant Biology
o BIO 369 and 369L - Biochemistry
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 481 and 481L - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 and 320L - Environmental Science
o PHY 317 and 317L - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least
four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester
sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or
other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from
several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology
Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
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Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the
time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses
(200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 354, BIO 355 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 354 and BIO 355 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey
Richardson Blackwell. Post-baccalaureate programs generally discourage students from taking courses with the Pass/Low
Pass/No Pass option.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through
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internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required
or elective courses are determined by the department following review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education
experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories
and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy Freiheit (Psychology), David Matz
(Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 354and 354L- Cell Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Psychopathology
o Either PSY 299 or two semesters of PSY 360
▪ PSY 299 - Directed Study (Research in Biopsychology)
▪ PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 355and 355L- Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
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o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. At least two of the electives applied
towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated
by three members of the Biopsychology faculty. Formal application must be made no later than the junior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a
curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs
of the business community. The department fosters close ties with the corporate community that provide a wealth of
practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve
both the student and the community by providing an education that is technically competent, ethically based, and
socially aware.
Faculty
Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jeff Clement, Jacob Enger, Cory Erickson, Marc D. Isaacson,
Soebin Jang, Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, and Marc C. McIntosh
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization),
Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is
also a combined Business and Economics major, which incorporates courses from both the Departments of Business
Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least
three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the
department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS,
MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member
in the student's designated major area or the chair.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is
recommended students start the process during their junior year. More information is available on the Departmental
Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information.
Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department
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offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for
international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those
courses towards their undergraduate degree. Students must meet the following criteria:
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Undergraduate business students in good academic standing with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA
courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course.
Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies:
No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42
additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should
seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the
courses selected will count toward the appropriate programs (at Augsburg or elsewhere).
P/LP/N Grades
Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester
credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details
regarding P/LP/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
o MAT 114 – Precalculus
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 202- Discrete Mathematics for Computing (MAT 202 is required for Management Information Systems
majors)
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o DST 334 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o COM 117 - Business and Professional Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Foundations of Literary and Cultural Study
o ENL 241 - Introduction to Cinema Art
o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
o HIS 103 - A Global History of Europe Since 1750
o HIS 282 - Women and Gender in U.S. History since 1848
Further explanation of the above:
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The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding DST
164, MAT 204, MAT 205, MAT 163, and MAT 325).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
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MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 or MUS 420 - Worlds of Music
MUS 241 or MUS441 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
Two additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
Two other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or ENT 254
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o BUS 242 - Principles of Management
o ENT 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to
learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with
local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five
required courses are intended to be completed during the last three years of school with the capstone class taken during
their senior year.
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
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ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Individual Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
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of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of
accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Phyllis Kapetanakis
Minor in Accounting
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the
needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area
in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment
banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business,
government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
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ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
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BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC250 - Accounting for Entrepreneurs
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
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BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as
both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
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Must take MAT 202 as math course
Required MIS Courses:
Seven courses including:
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MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
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CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science - Course has been discontinued; contact the Business Dept for substitutions
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 479 - Business Analytics - Course has been discontinued; see director/chair for alternative options
One of DST164, MAT 163, or MIS 379
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 202, MAT 145, or MAT 122
o MAT 202- Discrete Mathematics for Computing
o MAT 145 and 145L - Calculus I
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o
MAT 122 - Calculus for Social and Behavioral Sciences
Minor in MIS
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
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MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
o MKT 359 - Digital Marketing
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
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MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
o MKT 359 - Digital Marketing
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
118
Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that
meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
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To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate varied study areas with the sciences.
As science majors, they will be knowledgeable problem solvers who care and connect with the community.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining, understanding and appreciating the world around us. The presentation of major concepts
underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the
implications and limitations of science in our society will enhance the ability of non-science persons to make better
value judgments concerning science questions in their own endeavors.
Chemistry Faculty
Michael Wentzel (Chair), Jessica Allen, Gabriella Amberchan, Amanda Case, Arlin E. Gyberg (Emeritus), David R. Hanson,
Jacob Troutman
Degree and Major Requirements
Bachelor of Arts
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 369 and 369L - Biochemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 369 and CHM 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and
pre-professional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
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CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4-credits from:
o CHM 370 - Biochemistry II
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only
students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental
Honors by successfully completing the following:
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A summer or academic year chemistry, biochemistry or biophysics research or internship via successful
completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research).
Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry
Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal
letter of intent will be composed of no more than one page of text providing the following:
1. Title of project;
2. Abstract describing the project with special focus given to the questions that will be addressed, the
methods to be used and the expected outcomes;
3. Name and signature (with date) of your faculty mentor; and
4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry
Department) who have agreed to serve as your Departmental Honors Committee.
A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors
Committee within one week of submission. Successful completion of the Honors process requires a public presentation
of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March
15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal
letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year.
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Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Transfer Course Policy for Majors and Minors
Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the department, subject to review by
the chair. Only those chemistry courses successfully completed (C- or above) will be considered.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A
minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Communication studies is a discipline that utilizes quantitative, qualitative, rhetorical, and critical research to understand
and create effective messaging over a wide variety of different contexts. Communication professionals must understand
the role that audience and situation play in the creation and dissemination of effective messages. Successful
communicators have strong skills in written and oral communication, and in critical and analytical thinking. At Augsburg,
the study and practice of communication is grounded in an attempt to understand the role communication plays in
creating, maintaining, and challenging relationships and social systems.
Students majoring in communication will choose either a concentration in strategic communication or a concentration in
applied communication.
Faculty
Communication Studies
Kristen Chamberlain, Robert Groven, Jenny Hanson, David Lapakko, Michelle Mcateer, Jenna McNallie (Chair)
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Darcey Engen, Raven Johnson, Elise Marubbio
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Milda Hedblom, Christopher Houltberg, Jenna McNallie
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
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One of COM 111, COM 115, or COM 117
o COM 111 - Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o COM 117 - Business and Professional Speaking
COM 254 - Interpersonal Communication
COM 301 - Research Methods in Communication Studies
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 490 - Keystone: Critical Conversations about Vocation
Complete one of the following concentrations
o Strategic Communication
▪ COM 290 - Writing for Strategic Communication
▪ COM 328 - Multimedia Communication
▪ COM 330 - Crisis Communication
▪ COM 380 - Strategic Communication Campaigns
o Applied Communication
▪ COM 305 - Interviewing
▪ COM 345 - Organizational Communication
▪ COM 352 – Persuasion
▪ COM 355 - Small Group Communication
Complete two additional electives, including at least one numbered 300 or above, chosen from:
o COM 120 - Mass Media and Popular Culture
o COM 180 - Introduction to Communication Studies
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o
o
o
o
o
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COM 260 - Environmental Communication
COM 295 - Topics
COM 299 - Directed Study
COM 310 - Family Communication
COM 333 - Nonverbal Communication
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 495 - Communication Topics
COM 499 - Independent Study
NMS 230 - Social Media
Strategic Communication Concentration
Strategic communication focuses on the creation and evaluation of messages in the fields of journalism, public relations,
advertising and marketing. Professionals in strategic communication have an understanding in how research drives both
message creation and the assessment of the effectiveness of those messages. The impact of messages on various
audiences is an integral part of this concentration. Strategic communication emphasizes strong written, oral, and visual
communication skills.
Applied Communication Concentration
Applied communication is a versatile concentration that prepares communication professionals for a wide range of
careers and practices. Courses in this concentration will prepare students for careers in business and management,
human relations, nonprofit programming and operations, and community organizing. Students will develop skills that
make them more effective and ethical practitioners of communication in one-on-one situations, in working groups and
teams, and in organizational contexts. The applied communication concentration emphasizes relationship building as a
key component of effective communication.
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program with
a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in
the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
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COM 111 - Public Speaking
COM 180- Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
o COM 120 - Mass Media and Popular Culture
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o
o
o
o
o
o
o
o
o
o
o
o
o
o
COM 243 - Studio Production
COM 247 - Documentary History and Theory
COM 254 - Interpersonal Communication
COM 260 - Environmental Communication
COM 301 - Research Methods in Communication Studies
COM 299 - Directed Study
COM 333 - Nonverbal Communication
COM 345 - Organizational Communication
COM 352 - Persuasion
COM 355 - Small Group Communication
COM 380 - Strategic Communication Campaigns
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine core courses plus three electives from one of two tracks of study:
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FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
ART 340 - Digital Imaging
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COM 243 - Studio Production
ENL 328- Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indians in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208 - Native American/First Nations Women and Film
ART 240 - Art History Survey
ENL 240 - Foundations of Literary and Cultural Study
ENL 328 - Screenwriting
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
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COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
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COM 415 - Diversity and Representation in the Media
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
o ART 102 - Visual Literacy
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photography
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 226 - Introduction to Creative Writing
o ENL 241 - Introduction to Cinema Art
o ENL 324 - Creative Non-Fiction
o ENL 328 - Screenwriting
o ENL 371 - History of Cinema
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 372 - Producing for Film and Television
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
o POL 495 - Impact of the Internet
o RLN 216 - Religion and Science in Popular Culture
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New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 380- Strategic Communication Campaigns
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
Game Design and Development Major
This major emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the following courses:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
NMS / POL 371 - Internet Law
NMS 490 - Vocation and New Media
NMS 115 - Introduction to Game History and Design
NMS 252 - Content and Systems Design
NMS 352 - Unity I: Working With Unity
NMS 452 - Unity II: Advanced Unity
NMS 475 - Game Design Studio
CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 311 - Web Applications and Databases
Complete both CSC 170 and CSC 272, or just GDM4 through Rize Education
○ Both CSC 170 and CSC 272
■ CSC 170 - Introduction to Object-Oriented Programming (Java)
■ CSC 272 - UNIX and C
○ GSM4 - C# Programming
New Media Minor
Four core courses and 8 elective credits:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
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POL 371 - Topics: Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the COM
351 for Communication Studies majors and one of DST 164, MAT 111, or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Critical Race and Ethnicity Studies
Critical Race and Ethnicity Studies (CRES) provides a broader understanding of the ways in which race and related
identities have been so important. The primary focus is on the role they have played in American society, although CRES
classes also look at comparable developments in other countries. Given the importance of this in our world today, a CRES
major helps students develop understandings which can be useful in many careers, whether business, education,
government, the non-profit world, science, or any of a variety of other fields. The approach is an interdisciplinary one, so
CRES students can experience multiple approaches to understanding and learn to strengthen their critical thinking skills
in different ways.
Critical Race and Ethnicity Studies Faculty
Andrew Aoki (chair), Richard Breaux, Ly Nguyen
Degree and Major Requirements
A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses
must be numbered 300 or above. Each course for the major can only satisfy one requirement.
The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined
below.
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CRS 101- Introduction to Critical Race and Ethnicity Studies
CRS 300 - Critical Race and Ethnicity Studies Theory and Methods
CRS 490 - Critical Race and Ethnicity Studies Senior Seminar
Complete five focus area courses, with three in the primary focus area and one from each of the other two areas.
o Africana Studies
▪ CRS 120 - Topics in Africana Studies
▪ CRS 220 - Topics in Africana Studies
▪ CRS 320 - Topics in Africana Studies
▪ CRS 420 - Colloquium in Africana Studies
o Asian American and Pacific Islander Studies
▪ CRS 140 - Topics in Asian American and Pacific Islander Studies
▪ CRS 141 - History Untold: Southeast Asian American Refugee Experiences
▪ CRS 340 - Topics in Asian American and Pacific Islander Studies
▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies
o Latine/x Studies
▪ CRS 160 - Topics in Latine/x Studies
▪ CRS 161 - Introduction to Cultural Studies in Latin American and the Caribbean
▪ CRS 261 - Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the
Caribbean
▪ CRS 360 - Topics in Latine/x Studies
▪ CRS 460 - Colloquium in Latine/x Studies
Complete eight credits of additional CRS electives, beyond those applied to requirements above
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, MAT 111, MAT 145,
MAT 146, MAT 163, PHI 230, or the QR from a second major.
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minor in Critical Race and Ethnicity Studies
Complete CRS 101 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above.
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Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics
courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for
approval.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
One course is required from each of the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American/First Nations Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 302 - Indigenous Expressive Forms
AIS 304 - Engaging Native Communities
POL 122/URB 122 - Social Justice in Urban America
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National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 264 - American Indians in the Cinema
ART 290/ ART 390 - Native American Art
ENL 350* - African American Literature
ENL 365* - Contemporary Postcolonial Theory and Literature
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305† - Indigenous Issues of the Americas [Travel or Virtual Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Revolutions, Republics, and Resilience in Latin America
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/362 - Modern South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education and Experience at one of their international locations, while others may be done through a study
abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business
Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in
Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching
economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students
who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged
to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an
advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
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ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives (ECO399 may not be applied to this requirement)
One of DST 164, MIS 379, or MAT 163
o DST 164 - Introduction to Statistics (with R)
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
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One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 and 145L - Calculus I
o MAT 146 and 146L - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of DST 164, MIS 379, or MAT 163
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Economics and Business Administration, BA
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
Two additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
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Two other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met by completing:
ECO 112 or 113 (QF) and MIS 379 (QA).
Note: All business majors are encouraged to take KEY 490 – Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics (MIS379 recommended), chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
MAT 315- Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Professional Educator Licensing and Standards Board. These programs lead to recommendation for licensure to the State
of Minnesota for:
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Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life
science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include: mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that
candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to
register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the licensure
program are available through the department website. Students complete a semester of full-time student teaching at
the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching
semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for
licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the
new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
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Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision.
In addition to gaining Education Department approval for student teaching abroad, students must apply through the
Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Yacoub Aljaffery, Joseph Erickson, Jennifer Diaz (Chair), Terrance Kwame-Ross, Audrey Lensmire, Rachel Lloyd, Jason
Lukasik, Sergio Madrid Aranda
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
AIS 105 - Introduction to American Indian Studies
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite.
MAT 204 - Mathematics for Elementary Teachers I (fall)
MAT 205 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU, and/or transfer students with at least one college-level science course accepted in transfer,
or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Required education courses:
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
● EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
● EDC 310 - Learning and Development in an Educational Setting
Elementary Major coursework: (Courses from this point on require admission to the licensure program)
● ESL 320 - Introduction to Linguistics
● EED 335 - Multidisciplinary Methods for Elementary Teachers
● EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
● EED 350 - K-6 Methods: Mathematics
● EED 360 - K-6 Methods: Science
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EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
EDC 375 - Learners with Dis/abilities
EDC 490 - School and Society or ESL 490 - Language, Culture, and Schools
Student Teaching
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can
graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
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EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Additional License or Endorsement
Social Studies (5-8th grade)
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POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Additional License or Endorsement
Mathematics (5-8th grade)
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics or DST164: Introduction to Statistics (with R) (recommended)
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
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ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
General Science (5-8th grade)
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BIO 102 and 102L - The Biological World
BIO 121 and 121L - Human Biology
CHM 115 and 115L - General Chemistry I
CHM 116 and 116L - General Chemistry II
PHY107 and 107L - Introduction to Physics
SCI 106 and 106L - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Additional License or Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening framework during the academic year and summer semester
to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
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AIS 105 - Chemical Dependency Education
ENL 111 - Effective Writing II
Modern language prerequisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 375 - Learners with Dis/abilities
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
ESE 325 - Creating Learning Environments
ESL Major Courses
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ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
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HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
● AIS 105 - Introduction to American Indian Studies
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
Foundations Block II
● EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the licensure program .
Methods Block I
● ESE 300 - Reading/Writing in the Content Area
● ESE 325 - Creating Learning Environments
Methods Block II
● ESE 3XX - K-12 or 5-12 Methods in Content Area
Capstone Block
● EDC 375 - Learners with Dis/abilities
● EDC 490 - School and Society
Student Teaching Block
● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead
to licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
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ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
MAT 204 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
AIS 105 - Introduction to American Indian Studies
Required Education Courses for ABS:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
Students must be admitted to the licensure program to take courses beyond this point.
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EED 350 - K-6 Methods: Mathematics
EED 360 - K-6 Methods: Science
ESL 320 - Introduction to Linguistics for Teachers
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
EDC 375 - Learners with Dis/abilities
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License for Undergraduate Students
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
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EDC 375 - Learners with Dis/abilities
EDU 491 - Practicum and Seminar in Special Education
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
The Augsburg English Major is designed for students who love good stories. Professors in the department believe that
the best stories are those that challenge us, shock us, confuse us, unsettle us, change us, and demand that we respond.
The purpose of literature is to make a familiar world feel strange and new again; to expand our sense of empathy; to
“arrest our attention,” according to Saul Bellow, “in the midst of distraction.” Although English literature is steeped in
histories of oppression, colonization, sexism, racism, and other forms of violence, it has also been a vehicle for the
subversion of dominant ideologies and histories. Students who major in English encounter texts that are both
problematic and poetic, unsettling and beautiful, worldly and transcendent.
English majors may be poets, book lovers, activists. They might become grantwriters or teachers or editors, yes, but they
might also become lawyers, web designers, engineers, physical therapists, social workers, or business moguls. Whatever
path students choose, the English major will provide them with essential skills to guide their way: creative and critical
thinking and writing, research methods, argumentation, collaborative problem-solving, close reading, project
management, and leadership.
Most importantly, the major empowers students to strengthen and hone their interpretations, opinions, and voices.
“Powerlessness and silence,” as Margaret Atwood writes, “go together.” James Baldwin puts the same idea differently:
“You write in order to change the world.”
English Faculty
Robert Cowgill, Stephan Clark, Jennifer Forsthoefel, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Mzenga
Wanyama (Chair)
Degree and Major Requirements
The major requires ten courses. Students may choose the general English Major, the major with a Creative Writing
Concentration, or the major with a Professional Writing Concentration.
All students majoring in English must complete five core courses and five electives.
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ENL 220 - Critical and Analytical Writing
ENL 226 - Introduction to Creative Writing
ENL 230 - Literatures of Identity, Power, and Resistance
ENL 240 - Foundations of Literary and Cultural Study
ENL 400 - Advanced Topics in Literature and Writing
Five ENL electives, including at least four numbered 300 or above
Students choose their electives from a variety of topics, some of which are offered yearly, others on an alternating basis.
Always check the department website for the offerings in any given four-year period.
Optional Concentrations Within the Major
English majors can choose to use the five electives for the major to complete a concentration.
Majors with a Creative Writing concentration must take exactly three Creative Writing (CW) designated courses (beyond
ENL 226). Creative Writing concentration courses are chosen from ENL 320, ENL 322, ENL 324, ENL 325, ENL 326, ENL
328, ENL340, and the MFA master class (ENL 531, ENL 532, ENL 533, ENL 534, or ENL 535).
Majors with a Professional Writing concentration must take exactly three Professional Writing (PW) designated courses
(beyond ENL 220). Professional Writing concentration courses are chosen from ENL 223, ENL 324, ENL 344, ENL 380, or
ENL 394.
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English Minor
Students choosing to minor in English must take five courses: two of the 200-level core courses and three electives, with
at least two electives at the 300-level.
To complete the minor with a Creative Writing concentration, exactly two of the three electives must be designated
“CW”.
To complete the minor with a Professional Writing Concentration, exactly two of the three electives must be designated
“PW”.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
English, Communication Arts, and Literature in Minnesota. Students are encouraged to take courses toward their major
during the first and sophomore years and to apply for the education licensure program no later than the spring of their
sophomore year.
Students must work with advisors in both the English Department and the Education Department in order to meet the
professional requirements within the Education Department as well as the requirements for the major. Should licensure
not be possible, graduation can be achieved through an English major or a Communication Studies major, both of which
would require additional coursework.
Prerequisite: ENL 111
Major Requirements (eight courses in English):
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
ENL 365 - Contemporary Postcolonial Theory and Literature
ENL 380 - Introduction to the English Language
One of ENL 394 or ENL 396
o ENL 394 - Teaching Writing: Theory and Practice
o ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL 360, ENL 361, ENL 371, ENL 372, ENL 375,
ENL 395, or ENL 400
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, theater, media production, or
other related activity (subject to department approval)
Additional Courses (outside the English Department):
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COM 111 - Public Speaking
COM 120- Mass Media and Popular Culture
One of COM 254 or COM 329
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
One additional communications elective, chosen from NMS220, NMS242, FLM180, COM243, COM247, COM351, or
POL342
Special Methods (two courses):
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ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
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Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education
Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors projects may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a
GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency
course in their genre. Upon successful completion of the same residency requirements as graduate students, master
class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits).
Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three
summer residency course requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual
instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a
grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111).
Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111 should be
completed, if possible, during the first year.
Students in Effective Writing I (ENL 101) or Effective Writing II (ENL 111) can elect the traditional grading system or
P/LP/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
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Foundational Courses
The 200-level courses in the English major develop foundational competencies in reading and interpreting literary texts,
and provide opportunities for diverse literary discovery. These courses require ENL 111 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level literature courses concentrate on primary texts in historical and cultural contexts. These courses ask
students to practice interpreting literary texts by employing techniques, terminology, and research methods of the
discipline, resulting in effective and substantive expository writing about the subject. The 300-level writing courses ask
students to deeply engage and analyze published work as well as their own work and that of their peers. Unless
otherwise indicated, students must take at least one of the 200-level requirements or gain the consent of the instructor
as a prerequisite for a 300-level course.
The 400-level course emphasizes writing, scholarship, criticism, and/or theory at an advanced level. Any 300-level course
or permission of the instructor serves as a prerequisite for the 400-level. The 400-level course must fulfill the keystone
requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s
program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences,
humanities, and professional studies to examine the interdependence between humans and the natural world. It
provides an understanding of the ecological, social, and cultural processes and problems that bind that world together.
Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day,
and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents.
Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an
opportunity for the close study of complex urban environments and their relationship to wider ecological systems.
Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In
turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies
program simultaneously studies ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in
settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the
program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate
school, education, ministry, and corporate settings.
Environmental Studies Faculty
Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina
Erickson (Social Work), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English), Michael Lansing (History),
Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill
(Political Science, Program Director), John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
A total of 14 courses, as follows:
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BIO 152 and 152L - Ecology, Evolution and Diversity and Lab
ECO 113 - Principles of Microeconomics
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering
with more than 63 credits) must take 1 section
ENV 320 and 320L - Environmental Science and Lab
ENV Internship (ENV 396, 397, 398, or 399)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
One of SWK 210 or ENV 340
o SWK 210 - Environmental Justice and Social Change
o ENV 340 - Climate and Environmental Justice
One of CHM 102 or CHM 115
o CHM 102 and 102L - Chemistry for Changing Times
o CHM 115 and 115L- General Chemistry I and Lab
One lower division elective chosen from:
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o AIS 105 - Introduction to American Indian Studies
o AIS 205 - Contemporary American Indian Issues
o COM 260 - Environmental Communication
o POL 241 - Environmental and River Politics
o SOC/URB 111 - City Life: Introduction to Urban Sociology
One research methods course chosen from:
o COM 301 - Research Methods in Communication Studies
o DST 164 - Introduction to Statistics (with R)
o ENV 360 - Field Research Methods and Investigation
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o POL 483 - Political Statistics and Methodology
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
One additional upper division elective chosen from:
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 481 and 481L - Ecology and Lab
o ECO 370 - International Economic Development
o ENV 310 - Environmental Politics Field Seminar
o ENV 330 - Topics in Environmental Studies
o ENV 340 - Climate and Environmental Justice
o ENV 350 - Ecology and Socio-Ecological Systems Change
o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o RLN 333/WST 313 - Environmental Theology and Ethics
o SOC 380 - Disaster and Resilience
o SOC/URB 381 - City and Regional Planning
One of ENV 492 or ENV 490
o ENV/URB 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project
Environmental Studies Minor
Five courses:
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ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit)
SWK 210 - Environmental Justice and Social Change
Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300
or above:
o Humanities
▪ COM 260 - Environmental Communication
▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
▪ RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
▪ ECO 365 - Environmental Economics
▪ ENV 310 - Environmental Politics Field Seminar
▪ POL 241 - Environmental and River Politics
▪ POL 325 - Politics and Public Policy
▪ POL/WST 341 - Globalization, Social Struggle and the Environment
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▪ SOC 380 - Disaster and Resilience
Natural Sciences
▪ BIO 152 and 152L - Evolution, Ecology, and Diversity
▪ BIO 420 - Conservation Biology
▪ BIO 425 and 425L - Freshwater Ecology
▪ BIO 481 and 481L - Ecology
▪ CHM 115 and CHM 115L- General Chemistry I
▪ ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods
requirement.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael
Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary
Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least
three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or DST 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Love, Intimacy, and Sexuality
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
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POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics
o WST 341 - Globalization, Social Struggles and the Environment
o WST 357 - Mexican History, Culture and Cosmovision
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies and Social Change
o AIS 208 - Native American/First Nations Women and Film
o AIS 305 - Indigenous Issues of Central America
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The
Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills
Community College that governs students from these institutions with a Women’s Studies certificate who transfer to
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Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and
Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied professions.
This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Nick Brundy, Anthony Clapp (Chair), Christopher Dixon,, Jill Everett, Aaron Griess, Mike Humphreys, Holly LaBerge,
Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael-Bretscher, Michael Navarre, Ana Ribeiro, Eric Rolland,
Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala
Degree and Major Requirements
Health Education Major - The Health Education major is currently suspended and not accepting new students.
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Health Education Minor - The Health Education minor is currently suspended and not accepting new students.
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Physical Education Major
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 321 - Motor Learning and Development
HPE 324 - K-6 Physical Education Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 370 - Prevention and Care of Athletic Injuries
HPE 451 - Physiology of Exercise
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 Physical Education Games and Activities
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HPE 334 - 7-12 Sport Skills and Activities
HPE 451 and 451L - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 214 - Health and Safety Education
HPE 280 - Coaching Theory
HPE 370 - Prevention and Care of Athletic Injuries
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Exercise Science Major, BA
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HPE 104 - Components of Fitness Training
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 203 and 203L - Human Anatomy and Physiology
HPE 214 - Health and Safety Education
HPE 240 - Medical Terminology
HPE 300 - Nutrition for Exercise Science
HPE 303 and 303L - Advanced Human Anatomy and Physiology
HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 and 350L - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 and 370L - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship in Exercise Science
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 and 451L - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in physical therapy. Students
wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 – Medical
Terminology, and one of MAT 114 – Precalculus or MAT 145 – Calculus.
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HPE 104 - Components of Fitness
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 300 - Nutrition for Exercise Science
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HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 and 350L - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 and 370L - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 and 451L - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o HPE 203 and HPE 303
▪ HPE 203 and 203L - Human Anatomy and Physiology
▪ HPE 303 and 303L - Advanced Human Anatomy and Physiology
o BIO 320 and BIO 473
▪ BIO 320 and 320L - Human Anatomy
▪ BIO 473 and 473L - Physiology of Humans and Other Animals
o BIOL 2610 and BIOL 2620 (St. Catherine)
▪ BIOL 2610 - Human Anatomy and Physiology I
▪ BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or DST 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o DST 164 - Introduction to Statistics (with R)
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Psychopathology
Complete four credits of electives chosen from:
o HPE 115 - Chemical Dependency Education
o HPE 215 - Exercise and Health Psychology
o HPE 282 - Motor Learning and Development
o INDI 2220 - Medical Terminology (at St Catherine University)
o MAT 114 - Precalculus
o MAT 145 - Calculus I
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Exercise Science Minor
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BIO 103 - Human Anatomy and Physiology
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 451 and 451L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 214 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 280 - Coaching Theory
o HPE 315 - Exercise Testing and Prescription
o HPE 321 - Motor Learning and Development
o HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
o HPE 404 - Advanced Fitness Training
For a complete list of courses and descriptions, see the Course Description Search.
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History
Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came
to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures.
In History courses, we cultivate a critical understanding of past and present that helps students become thoughtful,
informed, and engaged participants in the world.
Students who major in history ask careful questions, consider multiple perspectives, analyze information, see
experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st
century. They enrich their own lives and develop the skills to help them make significant contributions to the broader
world. After all, history is to a community what memory is to an individual—it is the foundation of identity.
History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to
pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates have found
careers in law, education, or cultural institutions. Today, they also work in media and communication, management,
manufacturing, information technology, administration, finance, social services, data management, and sales. Many
pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and
business.
History Faculty
Jacqueline deVries (Chair), Michael J. Lansing, Taryn Marashi, Wilson Miu
Degree and Major Requirements
History Major
Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy
one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at
Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending
on specific offerings.
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HIS 200: Why History Matters
HIS 300: Doing History in Public
HIS 400: Research Seminar
Six total elective courses, with at least three being upper division courses, including:
o Three global area electives from three different global areas:
▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386
▪ Africa: HIS 104, 187, 327, 346, or 387
▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388
▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332,
335, 336, 338, 343, 349, or 389
▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474
o One pre-1800 elective chosen from:
▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120
o Two additional HIS electives
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the
following courses (both required for majors):
S: HIS 400
W: HIS 200 and HIS 400
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The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146,
MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major
requirements. The state requirements will also be subject to change after publication of this catalog. Students should
consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social
Studies.
Minor
Five HIS courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are
advanced. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and
400-level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission
to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS
300, and HIS 400. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
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A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty mentors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
o BUS 465 - International Management
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COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Cultures of Empire: A Multinational Britain
HIS 440 - Topics in World History
HIS 474 - Europe and the World
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by
completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or DST
164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
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o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
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community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
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POL 160 - World Politics
SWK 230 - Course has been discontinued – see program director for alternative options
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Revolutions, Republics, and Resilience in Latin America
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major
in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe,
Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese,
and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated
Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels,
Kate Reinhardt, Joseph Towle (Chair), Pang Yang.
Degree and Major Requirements
Spanish Major
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CCS 100 - Introduction to Cultural Studies
9 courses above SPA 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY
480, any course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
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CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
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Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of
the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department.
Electives:
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Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor (French, German, or Spanish)
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Students interested in the French and German minors are advised that registration through the ACTC exchange program
is required in order to complete those minors.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to
tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in the imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 117- Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 380- Strategic Communication Campaigns
ENL 220 - Critical and Analytical Writing
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics, Statistics, and Computer Science
Mathematics, Statistics, Computer Science, and Data Science provide tools for solving a wide array of quantitative and
computational problems. Our majors and minors develop the ability to understand both applied and abstract
quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to
understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these
perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future.
Students completing a major in Mathematics, Mathematical Economics, Computer Science, or Data Science or a minor in
Mathematics, Statistics, Computer Science, and Data Science go on to careers in Data Analytics/Data Science, Software
Engineering, Finance, Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics,
Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following
programs:
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Computer Science (BA, BS, and Minor)
Data Science (BS and Minor)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Pavel Bělík (Chair), Nimanthi Atukorala, Larry Crockett, Suzanne Dorée, Rebekah Dupont, Richard Flint, Matthew Haines,
Amy Larson, Sayantica Pattanayak, Christopher Smith, Jody Sorensen, Erik Steinmetz, Jiachen Zhang, John Zobitz
List of Courses Offered and Descriptions
See the Course Description Search.
Degree and Major Requirements
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course.
Computer Science Major, Bachelor of Arts
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
CSC 391 - Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
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o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
MAT 114 - Precalculus (or MPG 4)
One of MAT 202 or MAT 302
o MAT 202 - Discrete Mathematics for Computing (recommended)
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
One advanced theory elective
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
CSC 391- Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
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One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
o PHY 261 - Electronics
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
o MAT 455 - Numerical Mathematics and Computation
MAT 145 and 145L - Calculus I
MAT 302 - Discrete Mathematical Structures (students who have already completed MAT 202 may choose to
substitute an additional mathematics elective numbered 300 or above)
One specialized mathematics elective
o MAT 146 - Calculus II
o MAT 315 - Linear Algebra
o MAT 350 - Graph Theory
One additional mathematics elective numbered 250 or above
Each course may count only once towards the major.
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
One advanced theory elective
o CSC 351 - Algorithms
o CSC 371 - Computer Organization
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
One additional CSC elective numbered 300 or above
One discrete mathematics course
o MAT 202 - Discrete Mathematics for Computing
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
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Data Science Major, Bachelor of Science
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Introductory statistics course chosen from:
○ DST 164 - Introduction to Statistics (with R)
○ MAT 163 - Introductory Statistics (offered infrequently)
○ MIS 379 - Quantitative Methods for Business and Economics
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
MAT 145 and MAT 145L - Calculus I
CSC 165 and CSC 165 L - Introduction to Computer Programming (Python)
DST 234 - Introduction to Data Science (and R)
One Introduction to Social Justice course, chosen from:
○ AIS 105 - Introduction to American Indian Studies
○ AIS 205 - Contemporary American Indian Issues
○ ANT 141 - Introduction to Cultural Anthropology
○ CCS 100 - Introduction to Cultural Studies
○ CRS 101 - Introduction to Critical Race and Ethnicity Studies
○ HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
○ HIS 225 - History of the Twin Cities
○ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
○ POL 122/URB 122 - Social Justice in Urban America
○ SOC 265 - Race, Class, and Gender
○ SWK 210 - Environmental Justice and Social Change
○ SWK 280 - Diversity and Inequality in Social Practice
○ WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
One Databases (SQL) course chosen from:
○ MIS 270 - Data Management for Business
○ CSC 311 - Web Applications and Databases
MAT 315 - Linear Algebra
DST 334 - Statistical Modeling
One Machine Learning course chosen from:
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional programming course chosen from:
○ CSC 170 and CSC 170L - Introduction to Object-Oriented Programming (Java)
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ URB 295 - Topics: Geographic Information Systems (this topic only)
One communications course chosen from:
○ ART 102 - Design
○ ART 201 - Introduction to Graphic Design
○ COM 352 - Persuasion
○ ENL 220 - Critical and Analytical Writing
○ ENL 226 - Introduction to Creative Writing
○ NMS 220 - Foundations of New Media
Two advanced electives, completed in one of the following four ways:
○ Option 1: Complete both MAT 302 and MAT 350
■ MAT 302 - Discrete Mathematical Structures
■ MAT 350 - Graph Theory
○ Option 2: Complete both CSC 341 and CSC 351
■ CSC 341 - Data Structures
■ CSC 351 - Algorithms
○ Option 3: Complete both MAT 373 and DST 374
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■ MAT 373 - Probability Theory
■ DST 374 - Mathematical Statistics
○ Option 4: Complete two courses chosen from:
■ ART 315 - Graphic Systems
■ CSC 311 - Web Applications and Databases
■ DST 314 - Programming for Data Science
■ DST 394 - Topics in Statistics
■ DST 395 - Topics in Data Science
■ DST 399 - Data Science Internship (or 4 credits of DST 396, 397, 398)
■ DST 475 - Machine Learning
■ MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
DST 490 - Data Visualization for Social Justice (keystone)
Note: MPG 4 is a prerequisite to the Data Science major. Students in MPG 3 should complete MAT 114 as soon as
possible. Students in MPG 2 should complete MAT 106 and MAT 114 as soon as possible. It is recommended that
students complete ENL 111 - Effective Writing II (and ENL 101 if needed) and a Speaking skill course early in the major
program.
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Data Science.
Students completing a major in Data Science are not eligible for a minor in Data Science or Statistics.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Data Science. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Data Science Minor
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DST 234 - Introduction to Data Science (and R)
CSC 165 and CSC 165L - Introduction to Computer Programming (Python)
One advanced data science elective:
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional advanced elective:
○ ART 201 - Introduction to Graphic Design
○ CSC 311 - Web Applications and Databases
○ DST 164 - Introduction to Statistics (with R)
○ DST 314 - Programming for Data Science
○ DST 334 - Statistical Modeling
○ DST 395 - Topics in Data Science
○ DST 475 - Machine Learning
○ MAT 163 - Introductory Statistics
○ MIS 270 - Data Management for Business
○ MIS 379 - Quantitative Methods for Business and Economics
○ NMS 220 - Foundations of New Media
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
○ URB 295 - Topics: Geographic Information Systems (this topic only)
DST 490 - Data Visualization for Social Justice
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Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Data Science.
Students completing a major in Data Science, a minor in Statistics, or a minor in Business Analytics are not eligible for a
minor in Data Science.
Mathematics Major, Bachelor of Arts
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus or MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
Theoretical structures course chosen from: MAT 350 - Graph Theory, MAT 360 - Dynamical Systems, MAT 370 - Real
Analysis, MAT 380 - Abstract Algebra.
Mathematics elective chosen from: MAT courses numbered 300 or above.
Advanced mathematics elective chosen from: MAT courses numbered 350 or above.
Advanced elective chosen from: MAT courses numbered 300 or above, DST courses numbered 300 or above, ECO
416 - Mathematical Economics, PHY 327 - Special Functions of Mathematical Physics.
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
One data analysis course
o DST 164 - Introduction to Statistics (with R) (NSM) (recommended)
o DST 234 - Introduction to Data Science (and R) (recommended)
o MAT 163 - Introductory Statistics (offered infrequently)
o Both PHY 395 and PHY 396 - Comprehensive Laboratory I and II
o PSY 215 - Research Methods and Statistics I
One computational reasoning course
o CSC 165 and 165L - Introduction to Computer Programming (Python) (recommended)
o CHM 280 and 280L - Quantitative Analytical Chemistry
o PHY 327 - Special Functions of Mathematical Physics
One geometric perspective course
o MAT 255 - Multivariable Calculus
o MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
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One theoretical structures course
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 380 - Abstract Algebra
One applied projects course
o DST 475 - Machine Learning
o DST 490 - Data Visualization for Social Justice
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
One advanced mathematics course numbered 350 or above
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 380 - Abstract Algebra
o MAT 395 - Topics
o MAT 399 - Internship (or 4 credits of MAT 396, 397, 398)
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
o MAT 499 - Independent Study
One advanced elective course
o BIO/CHM 369 and 369L - Biochemistry
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 391 - Programming Languages
o An additional DST elective numbered 300 or above
o ECO 416 - Mathematical Economics
o An additional MAT elective numbered 300 or above
o PHY 327 - Special Functions of Mathematical Physics
o PHY 351 - Classical Mechanics
o PHY 365 - Electricity and Magnetism
One additional supporting course
o ACC 221 - Introduction to Financial Accounting
o BIO/CHM 369 and 369L - Biochemistry
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L - Ecology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
o CSC 341 - Data Structures
o DST 234 - Introduction to Data Science (and R)
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o ESE 330 - 5-12 Methods: Mathematics
o MIS 270 - Data Management for Business
o MKT 352 - Marketing Research and Analysis
o PHY 121 and 121L - General Physics I
o PSY 315 - Research Methods and Statistics II
o POL 483 - Political Statistics and Methodology
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o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Students are encouraged to work with a faculty mentor in Mathematics to select electives within a coherent focus area.
Sample focus areas include Actuarial Science (with University of St. Thomas), Business, Computational Mathematics,
Data Science, Economics, Finance, Mathematical Biology, Mathematical Chemistry, Physics, Statistics, Teaching
Mathematics, and Theoretical Mathematics
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics: Secondary Education, Bachelor of Science
The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state
requirements are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary
education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in
Mathematics with the following choices:
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Data Analysis: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
Computational Reasoning: CSC 165 and 165L - Introduction to Computer Programming (Python)
Geometric Perspective: MAT 335 - Exploring Geometry
Theoretical Structures: MAT 360 - Dynamical Systems or MAT 370 - Real Analysis
Advanced Mathematics Elective: MAT 380 - Abstract Algebra
Advanced Elective: MAT 325 - History of Mathematics
Supporting Course: ESE 330 - 5-12 Methods: Mathematics
Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle
school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the
requirements for a BS major in Elementary Education and the following courses:
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
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Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty mentor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better in each course that applies towards education licensure.
For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major.
For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement.
Mathematics Minor
Five courses including:
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MAT 145 and 145L - Calculus I
Additional calculus course chosen from: MAT 146 and 146L - Calculus II or MAT 255 - Multivariable Calculus
Mathematics elective chosen from MAT course numbered 250 or above
Advanced mathematics elective chosen from MAT 325 or MAT course numbered 350 or above
Advanced elective chosen from MAT course numbered 300 or above, DST course numbered 300 or above, ECO 416 Mathematical Economics, or PHY 327 - Special Functions of Mathematical Physics.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in
Mathematics.
Students completing a major in Mathematics or Mathematical Economics are not eligible for a minor in Mathematics.
At least one MAT course numbered 250 or above must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics, chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics (recommended)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus
MAT 315 - Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
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Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
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An introduction to statistics - one of:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introduction to Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
DST 234 - Introduction to Data Science (and R)
One advanced statistics course:
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
One applied statistics course:
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L – Ecology
o CHM 280 and 280L - Quantitative Analytical Chemistry
o DST 334 - Statistical Modeling
o DST 499 - Independent Study, with MSCS approval
o ECO 490 - Research Methods in Econometrics
o MKT 352 - Marketing Research and Analysis
o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
One additional elective chosen from:
o CSC 165 and 165L - Introduction to Computer Programming (Python)
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
o DST 394 - Topics in Statistics
o DST 490 - Data Visualization for Social Justice
o MAT 373 - Probability Theory
o PSY 491 - Advanced Research Seminar
o PSY 495 - Clinical Research and Lab
Either the applied statistics course or the additional elective must be numbered 300 or above. Only one of CHM280,
URB295, and CSC165 may be applied toward the minor.
DST 499 may count towards the minor if it contains a significant, independent statistical research project, typically in an
area where no applied statistics elective is available. Requires prior approval from the MSCS Department Chair. May be
mentored by a faculty member with statistical expertise outside of MSCS.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
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Students completing a major or minor in Data Science are not eligible for a minor in Statistics.
Students interested in graduate work in biostatistics or applied statistics are encouraged to complete CSC 165, DST 164,
DST 234, DST 334, DST 374, MAT 145, MAT 146, MAT 255, MAT 315, and MAT 373.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, Data
Science, or Computer Science. Departmental honors recognizes:
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Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; BS Major in Data Science or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor
during junior year. Detailed requirements and information on the application process are available from the department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Detailed requirements are available from the department.
Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics, Data Science, or
Computer Science course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1
or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam
is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student
registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students
are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg
University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 090 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT
114 to advance to MPG 4. No other MAT course changes a student’s MPG.
ACT Math Subscore
Initial Math Placement
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Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies Minor
Medieval Studies surveys the diverse histories and cultures of the Middle Ages (c. 500–1500 CE) and introduces students
to the skills necessary for their rigorous study. While the focus is on Europe given the central legacy of ancient Rome,
some attention is given to other geographical regions, such as North Africa, that had significant historical, cultural, or
economic ties to Europe during the period. A minor in Medieval Studies is an excellent enhancement to a major in
History or English.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art and Design), Merilee
Klemp (Music), Taryn Marashi (History), Hans Wiersma (Religion and Philosophy)
Minor Requirements
LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period.
Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts,
and one elective.
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HUM 120 - Medieval Life in 12th-Century Europe
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music, Antiquity to 1750
o THR 361 - Theater Histories: Origins to 1800
One of the following elective courses:
o HIS 369 - The Early and High Middle Ages
o HIS 370 - The Late Middle Ages to 1648
o HIS 374 - War and Religion in the Medieval Context
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
The Music programs are accredited by the National Association of Schools of Music, and its music programs fulfill all
NASM curricular standards. The Music Therapy programs are approved by the American Music Therapy Association.
Augsburg University is accredited by the Higher Learning Commission. For more information, see Accreditations,
Approvals, and Memberships.
Faculty
J. Anthony Allen, Mallory Alekna, Rachel Bergman, Kristina Boeger, Jill Dawe, Susan Druck, Merilee Klemp, Ju Young Lee,
Rafael Rodriguez
Part-time Faculty
Anne Ainomae, Trudi Anderson, Thomas Bartsch, Ryan Borden, Deborah Carbaugh, Jane Cords-O’Hara, Ariel Detwiler,
Jessica DeVillers, Bryan De Young, Lynn Erickson, Joan Hutton, Blake Iverson, Mark Kausch, Kathy Kienzle, Mike Krajewski,
Kameron Markworth, Lindsay Markworth, Dawn Miller, Tami Morse, Elise Meichels Parker, Rick Penning,, David
Schmalenberger, Justin Staebell, Andrea Stern
Interim Chair
J. Anthony Allen
Fine Arts Coordinator
Ryan Borden
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Creativity Concentration
Music Major/Music Business Concentration
Music Major/Music Performance Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
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Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Creativity
Music
Music Business
Music Production
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship
audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University.
Students intending to pursue a music major in any of the three music degree programs must declare their major, perform
a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of
their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music
Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant coursework.
Music Core
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 361- Music and Identity in the Americas
MUS 362- Musical Philosophy
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111/311 - Augsburg Choir (Chamber Collective or Global Harmony Project sections)
MUE 121/321 - Orchestra
MUE 141/341 - Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
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Additional Requirements
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Pass a piano proficiency test or the Class Piano sequence of MUS 135, MUS 136, MUS 237, and MUS 238
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, DST 164, MAT 111, MAT 145, MAT 146, or MAT 163.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of MAT 111, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the
many music-related business fields most often choose this course of study.
Faculty mentor: Rafael Rodgriguez
Music Core, Additional Requirements and the following:
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MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Creativity Concentration, Bachelor of Arts
The Creativity Concentration in the Bachelor of Arts is intended for students who seek a deeper engagement with music
composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during
their time at Augsburg. The program will familiarize students to a range of musical techniques, cultures, and expressions
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with an emphasis on developing their musical voices. The program aims to incorporate a variety of different musical
traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid.
Faculty mentor: Rafael Rodriguez
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 341 - Basic Conducting
MUS 413 - Advanced Analysis
MUS 458 - Senior Recital
MUS 476 - Instrumentation and Arranging
KEY 470 - The Enterprising Musician
One of MUS 220/420, MUS 225, or MUS 306
○ MUS 220/420 - Worlds of Music
○ MUS 225 - Electronic Music Production
○ MUS 306 - Audio Recording
Two semesters of MUP 193 - Performance Study: Composition
Two semesters of MUP 393 - Performance Study: Composition
MUP 1xx - Performance Studies (three semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (three semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunities
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations
and internships. These experiences prepare students for careers in fields such as arts management, promotion, the
recording industry, and general music business. The program affords both the performing artist and the business student
the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts
in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business
Administration with Specialization in Music Business (designed with business emphasis).
Faculty mentor: J. Anthony Allen
Music Core, Additional Requirements and the following:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
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KEY 470 - The Enterprising Musician
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Major with Concentration in Music Performance, Bachelor of Arts
Faculty mentor: Jill Dawe
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 413 - Advanced Analysis
MUS 420 - Worlds of Music
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
At least two credits from MUP 392, MUP 393, MUS 311, MUS 312, and MUS 242
○ MUP 392 - Performance Study: Improvisation
○ MUP 393 - Performance Study: Composition
○ MUS 311 - Composition I
○ MUS 312 - Composition II
○ MUS 242 - Jazz Improvisation
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument/voice at the 100-level and four semesters at the
300-level
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
Four semesters of Performance Seminar
Complete either four credits of diction courses (for voice principals) or four credits of instrumental principals
○ Voice Principals students complete all four diction courses
■ MUS 321 - English Diction
■ MUS 322 - Italian Diction
■ MUS 323 - German Diction
■ MUS 324 - French Diction
○ Instrumental Principles students complete at least two of the following:
■ MUS 355 - Music Methods: Strings
■ MUS 356 - Music Methods: Brass and Percussion
■ MUS 357 - Music Methods: Woodwinds
Classical keyboard principals may substitute a topics course or independent study in keyboard pedagogy for a
methods course; non-classical keyboard principals may select 1-2 courses in pedagogy for jazz, popular, or ethnic
musics to fulfill 4 credits; fretted instrument principals may substitute a topics course or independent study in
appropriate pedagogy and/or relevant pedagogy courses in jazz, popular, or ethnic musics to fulfill 4 credits.
Note about electives: All students must complete at least 128 credits in order to complete an Augsburg degree. While
students may take additional credits in Music beyond those required for the major, students pursuing the Music
Performance concentration must complete at least 8 elective credits outside of Music when fulfilling the 128 credit
requirement.
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Music Education Major, Bachelor of Music
In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education
program is approved by the Minnesota Professional Educator Licensing and Standards Board.
The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers
in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota
Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in
certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general
emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must
formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school
settings must also apply to the Augsburg University Department of Education for acceptance to the music education
licensure program. All course requirements in and beyond music must be complete prior to the student teaching
semester. Those not pursuing licensure have a wider range of options for their degree programs through the
Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, a minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships, with the exception of the recital courses (MUS 358 and MUS 459)
and student teaching classes, for which P grades are accepted. For community-based students, a minimum grade of C- is
required in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to
grades, applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure
appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future
vocation.
Faculty mentor: Mallory Alekna
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
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MUS 220 or MUS420 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
AIS 105 - Introduction to American Indian Studies
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
▪ MUS 321 - English Diction
▪ MUS 322 - Italian Diction
▪ MUS 323 - German Diction
▪ MUS 324 - French Diction
▪ MUS 342 - Choral Conducting***
▪ MUS 478 - Choral Methods in Music Education
o Instrumental Emphasis:
▪ MUS 344 - Instrumental Conducting***
▪ MUS 477 - Instrumental Methods in Music Education
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●
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - four semesters on the principal instrument or voice at the 100-level and three semesters at the
300-level
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
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HPE 115 - Chemical Dependency Education
EDC 200 - Critical Histories and Philosophies of Education
ESE 300 - Reading/Writing in the Content Area
EDC 481 - Student Teaching: Initial License for Undergraduate Students
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty mentor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
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MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
KEY 470 - The Enterprising Musician
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignments in consultation with advisor.
Voice Majors:
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MUS 321- English Diction
MUS 322- Italian Diction
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MUS 323- German Diction
MUS 324- French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
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MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
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One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty mentor: Juyoung Lee
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
● MUS 135 - Class Piano 1
● MUS 136 - Class Piano 2
● MUS 152 - Class Voice
● MUS 158 - Class Guitar 1
● MUS 237 - Class Piano 3
● MUS 238 - Class Piano 4
● MUS 258 - Class Guitar 2
● MUS 271 - Introduction to Music Therapy
● MUS 273 - Functional Music Skills
● MUS 315 - Psychology, Culture, and Community in Music
● MUS 340 - Music Therapy Methods I
● MUS 345 - Music Therapy Methods II
● Two 300-level Music Therapy practica (MUS 374 or MUS 375)
● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
● MUS 385 - Music Therapy Clinical Improvisation
● MUS 458 - Senior Recital
● Two 400-level Music Therapy practica (MUS 474 or MUS 475)
● MUS 480 - Music Therapy Senior Seminar
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MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
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Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Creativity Minor
The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or
production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be
useful for students in any music degree who are interested in composition, song writing, music production, etc. The
program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique
program that aims to be student-directed and genre-fluid.
This minor is open only to students majoring in a Music Department field.
Faculty mentor: Reinaldo Moya
Requirements:
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MUS 113 - Music Theory and Aural Skills I
Two semesters of MUP 193 - Performance Study: Composition
MUS 220 or MUS420 - Worlds of Music
MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 413 - Advanced Analysis
MUS 476 - Instrumentation and Arranging
One of MUP 192, MUS 242, or THR 116
o MUP 192 - Performance Study: Improvisation
o MUS 242 - Jazz Improvisation 1
o THR 116 - Acting and Improvisation for Non-Majors
Four additional credits from:
o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
o MUS 241 - History of Jazz
o MUS 331 - Music of the Baroque Era
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o
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MUS 332 - Music of the Classical Era
MUS 333 - Music of the Romantic Era
MUS 334 - Music of the 20th Century
MUS 392 - Topics
Music Minor
Faculty mentor: Merilee Klemp
Requirements:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 361or MUS 362
o MUS 361- Music and Identity in the Americas
o MUS 362- Musical Philosophy
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty mentor: J. Anthony Allen
Requirements:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o ENT 254 - Entrepreneurship
Music Production Minor
The Music Production minor is a course of study designed both for the Music major desiring additional preparation in
audio recording and production and for the non-music major interested in integrating music technology into their career.
With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site
field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor
will primarily be working in the Grangaard Record Studio.
Faculty mentor: J. Anthony Allen
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Requirements:
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MUS 221 – Introduction to Music Technology
MUS 225 – Electronic Music Production
MUS 306 – Audio Recording
MUS 307 – Music Production and Distribution
One of the following:
o MUS 113 – Music Theory and Aural Skills I
o MUS 160 – Fundamentals of Music
One of the following:
o MUS 205 – Legal Issues in Music, Entertainment, and the Arts
o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2
o Two semesters of music ensemble (two credits of MUE)
o MUS 158 – Class Guitar 1
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a
brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the
test; those with some training may register for private piano lessons; the majority of students are advised to take a piano
placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult Jill Dawe for class piano placement and
proficiency testing (Music Therapy majors will schedule proficiency testing with Music Therapy faculty).
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
● SCI 106 - Introductory Meteorology
● BIO 121 - Human Biology
● BIO 102 - The Biological World
● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
● CHM 115 - General Chemistry I
● CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making, and the role of citizen nurse.
Faculty
Martha Aleman, Kathleen Clark, Katherine Martin, Joyce Miller, Amy Nelson, Deborah Schuhmacher
Staff
Colleen Hagerman
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
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Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
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NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
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Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 12 months of full-time
study taking three courses per semester or 24 months on a part-time basis, based on personal choice.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate.
Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will
meet with the program coordinator to develop a plan of study and be assigned to a nursing faculty adviser to assist with
academic advising.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
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An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
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Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must
be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
Courses in the Nursing major are offered in a hybrid format using Zoom technology, synchronous and asynchronous
instruction on Monday, Tuesday, or Thursday evenings. . Nursing classes meet synchronously 4 to 6 times a semester for
four-hour time blocks.
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Optional immersion practica at home and abroad are scheduled throughout the year. Students complete their
community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the
Department of Nursing for details.
It is recommended to work with the program coordinator for advice on liberal arts courses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
See Religion and Philosophy for details about the Philosophy major and minor.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Moumita Dasgupta, Mark Engebretson (professor emeritus), Daniel Hickox-Young, Ben Stottrup (Chair)
Degree and Major Requirements
Physics Major, BA
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PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 261 and 261L - Electronics
o PHY 317 and 317L - Biophysics
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o
o
o
o
o
o
o
o
o
o
o
o
BIO 473 and 473L - Physiology of Humans and Other Animals
BIO 475 and 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 371- Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
PHY 245 and 245L - Modern Physics
PHY 261 and 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and 317L - Biophysics
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 475 and 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CSC 371- Principles of Computer Organization
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CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent
project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following:
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
BIO 369 and 369L - Biochemistry
BIO 471 and 471L - Advanced Cellular and Molecular Biology
BIO 475 and 475L - Neurobiology
BIO 476 and 476L - Microbiology
BIO 486 - Immunology
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due by April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 255 and 369 (or PHY 327)
during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
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Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics I
PHY 245 and 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 327 and 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L- Calculus I
MAT 146 and 146L - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national
physics society and of participating in the physics community on a professional basis. Membership in the society is open
to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the nonprofit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages,
Norma Noonan (emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
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POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the
permission of the department. POL 495 can be used toward area requirements with advisor approval. The applicable
area will vary based on the topic of the course.
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Area 1 – American Government and Politics: POL 325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL 350, 359, or 459
Area 3 – International Politics: POL 368, 461, or 490
Area 4 – Public Law: POL 370 or 371
Area 5 – Political Theory and Analysis: POL 380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the
following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
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POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
▪ POL 350 - Topics: European Politics
▪ POL 370 - Constitutional Law
▪ POL 371 – Topics
▪ POL 380 - Western Political Thought
▪ POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
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One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
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If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/LP/N). Exceptions may be made in extraordinary circumstances.
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Political Science Minor
Five courses, including:
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POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
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POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
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One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
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Notes
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If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
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Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Critical Histories and Philosophies of Education (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), Jaeeun Lee, David Matz, Bridget Robinson-Riegler, Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair.
Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical-Counseling Psychology
The clinical-counseling psychology concentration is designed to prepare students for careers and graduate education in
mental health. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating psychological disorders. Emphasis is placed on developing knowledge and skills related to
both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a mental health setting. See department chair for specific
requirements.
Students take thirteen courses, including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
Two biological, cognitive, and social foundation courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
One course from the following:
o PSY 3xx - Counseling and Interviewing Skills (course currently in development)
o PSY 359 - Assessment
One developmental foundation course from the following:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One cultural foundation course from the following:
o PSY 205 - Global Perspectives in Psychology
o PSY 271 - Psychology of Gender
o PSY 275 - Cultural Psychology
o SOC 265 - Race, Class and Gender
o SOC 395 - Mental Illness and Society
o SWK 280 - Diversity and Inequality in Professional Practice
One additional elective from the following (or a course above that is not already used toward another requirement):
o PSY 201 - Health Psychology
o PSY 261 - Personality and Cultural Context
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o PSY 263 - Sports Psychology
o PSY 291 - Addiction and Recovery
o PSY 292 - Topics in Mental Health
o PSY 357 - Behavior Analysis
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
One course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. A formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
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PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the
minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion and Philosophy
The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies,
theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and
reality of life for individuals and for communities.
The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological,
philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning
and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these
matters.
The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the
critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this
critical work as a community of learners, faculty and students together, in the following ways:
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We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in
specific locations, among real people, with lived experiences and concrete issues.
We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform
public life.
We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to
inquire, respectfully and critically, about the claims of others.
We problematize and challenge religious and philosophical claims from a variety of social locations and diverse
perspectives.
We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based
and humanist communities to create learning, research, and service opportunities.
We nurture our community of learners by raising and reflecting on personal questions of meaning, identity,
values, vocation, and spirituality.
Religion Faculty
Lori Brandt Hale , Mary Lowe, Matthew Maruggi (Chair), Jeremy Myers, Iva Patel, Najeeba Syeed, Shayna Sheinfeld, and
Hans Wiersma
Philosophy Faculty
Larry Crockett
Majors
The Religion and Philosophy Department offers majors in Religion, Philosophy, and Theology and Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and other
religious and humanist traditions, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical
thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role
of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion
through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social,
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cultural, and historical settings. One option, RLN 200: Religion, Vocation, and the Search for Meaning II, develops
themes from RLN 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in
the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or
minor.
Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture
and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students
majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within
the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add
religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion
major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our
graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 216: Religion and Science in Popular Culture
RLN 222: Religion and Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 251: The Bible and Its Afterlives
RLN 257: Apocalypse Now and Then
RLN 319: Religion at the Movies
RLN 366: Sex, Gender, and the Bible
RLN 380: Theology and Political Resistance
RLN 392: Religion and Trauma
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 214/MUS 234: Church Music and Worship
RLN 216: Religion and Science in Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 240: Religion and the Rise of Science
RLN 243: Religion in America
RLN 257: Apocalypse Now and Then
RLN 319: Religion at the Movies
RLN 330: Theology of Death and Dying
RLN 342: Martin Luther and the Reformation
RLN 340/HIS 378: The Medieval Church
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RLN 370: American Indian Spirituality and Philosophical Thought
RLN 374: Ethics and World Religions
RLN 380: Theology and Political Resistance
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 251: The Bible and Its Afterlives
RLN 256: Creation and Destruction in the Bible and Beyond
RLN 257: Apocalypse Now and Then
RLN 261: Jesus and His Interpreters
RLN 366: Sex, Gender, and the Bible
RLN 409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 248: Interfaith Eating and Ethics
RLN 275: Judaism
RLN 278: Asian Philosophies of Life, Death, and In-Between
RLN 370: American Indian Spirituality and Philosophical Thought
RLN 374: Ethics and World Religions
RLN 407: Interfaith Scholars Seminar I (2 semester credits)
RLN 408: Interfaith Scholars Seminar II (2 semester credits)
RLN 409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of
church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
● Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible and Its Afterlives
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
● Public ministry core (16 credits):
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RLN 290 - Foundations for Public Ministry
RLN 295 - Church: Past, Present, Future
RLN 390 - The Art of Public Ministry
RLN 399 - Internship
● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
o Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young people,
and to develop the necessary skill set for effective work with children and youth.
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YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
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SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
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SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 406 - Social Work Practice 3: With Communities and Policies
COM 329 - Intercultural Communication
Worship and Music Concentration
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This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
● RLN 214/MUS 234 - Church Music and Worship
● COM 111 - Public Speaking
● Two other courses (yet to be determined; see program director for more information)
Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
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ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
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POL 325 - Politics and Public Policy
SOC 390 - Intersections of Race and Immigration
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
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PSY 203 - Lifespan Development
PSY 262 - Psychopathology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
● Two semesters (8 credits) of a modern language at the 200-level or above, or equivalency.
● CCS 100 - Introduction to Cultural Studies
● COM 329 - Intercultural Communication
Philosophy Major
Eight courses including, including at least four upper division courses:
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One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
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Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Philosophy Minor
Five courses:
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Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: DST 164, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Graduation Skills for Philosophy major
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Prerequisites
Completion of either RLN 100 or RLN 300 is required before all other RLN courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion and Philosophy Department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
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ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 121 or HIS 122
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
HIS 200 - Why History Matters
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and
anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Jason Lukasik and Michael Lansing for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people and communities through
reducing social oppression of individuals and groups and advancing social justice. Social workers are licensed
professionals who work in various sectors of society. Social workers are found in nearly all major social settings from
clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s
program immerses students in the skills and theories of social work and interweaves that body of knowledge with
biology, psychology, sociology, economics, statistics, and political science. The curriculum also prepares students for
professional social work through a year-long practicum in a range of human service agencies during the senior year.
Students graduating with this major will receive a Bachelor of Science degree (BS). The degree qualifies students near or
after graduation to sit for the national social work licensing exam and allows you to be licensed in any state in the U.S. as
a Licensed Social Worker.
Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program
(MSW). The undergraduate degree provides advanced standing toward the foundation year of an MSW program,
allowing graduates to complete the master’s degree in one calendar year. The undergraduate and graduate Social Work
programs are accredited by the national accrediting body, the Council on Social Work Education. For more information
about completing the MSW program in one year, consult the Graduate Catalog.
Social Work Faculty
Christina Erickson (Chair), Ankita Deka (MSW Program Director), Erin Sugrue, Melissa Hensley (BSW Program Director),
Kao Nou Moua (BSW Field Director), Susan Carlin, Alexander Fink, Genevieve Sabala (MSW Field Director), Richard
Spratt, Christopher Thyberg
Admission to the Major
Students must apply to be admitted to the degree program in social work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each
social work major must complete all application materials and be officially admitted to the Social Work program before
beginning the junior year. Social work majors must have a cumulative 2.50 GPA to apply to the program. Students who do
not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for
conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses
restricted to social work majors.
Degree and Major Requirements
The Social Work degree consists of eight upper-level courses and a total of seven supporting courses. Social work courses
that are open to non-majors are designated with an asterisk.
The Supporting Courses
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BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
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o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, DST 164 or SOC 362.
GPA Requirement
After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses,
and overall) to remain in good program standing. A grade of C is required for each required upper division social work
course. All Social Work majors must take their social work courses with traditional grading.
Social Work Major
Ten upper-level courses:
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SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Fall Practicum: Integrative Seminar
SWK 417 - Spring Practicum: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete
coursework toward their degree at Augsburg’s Mexico Campus:
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SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
SWK 316 - Social Work Practice 2: With Families and Groups
LAF or Signature Curriculum
Spanish Language Requirements are often taken
Students who go to the Social Work in Mexico Semester are not required to take SWK 280
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a
means to apply social work perspectives to their chosen career.
Six courses including:
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SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
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o
POL 325 - Politics and Public Policy
Required Social Work Professional Practicum
Students are required to complete a practicum at a social service agency in their senior year. The professional practicum
placements are a total 420 hours over the course of two semesters. The BSW FIeld Director assists students in finding
and retaining practicum placements. Augsburg has relationships with hundreds of organizations, public and private,
across the Twin Cities.
Social Work Course Sequence
The social work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of
the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both
courses are equal as introductions to the major. Each course features an experiential learning component.
Social work upper-level courses (300s and 400s) are taught in a two-year sequence and offered once a year. Students
move through the program in a cohort allowing for deep peer relationships and strong connections to faculty.
Social Work Study Abroad Opportunities
All social work students are encouraged to study abroad at some point in their academic career. Through The Center for
Global Education and Experience, the BSW program offers an award-winning semester study abroad program in
Cuernavaca, Mexico. Students are also encouraged to study abroad for elective credit.
No credit for non-academic work
In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life
experience or previous work experience.
Departmental Honors
The Social Work Department offers eligible students the opportunity to earn departmental honors through the
completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors
if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.80 in all Social Work
classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low
pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits.
Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and
critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper
or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
The national honor society requirements allow membership to juniors and seniors who have completed at least one
semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent
in the spring of each year.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
With roots in the humanistic tradition of concern for the human condition and the betterment of society, sociology takes
a scientific approach to the study of society and of social interaction in groups. Our examination of social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how people come to think and act as they do in a variety of social
contexts.
The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order,
how it affects them in their daily lives, and how it can be applied to their lives and future careers. Sociology majors
develop an understanding of the theories of society and social groups, learn to create and use social scientific tools of
analysis, and practice the application of sociological concepts to the solution of social problems.
The Department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning.
Internships enable majors to draw upon the theories and research skills of sociology while they explore career
alternatives. Students also may take an independent study, special topics course, or field study toward that end.
Career Opportunities
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector (for example, as
analysts, counselors, case managers, community organizers, and lobbyists). They work in the criminal justice field (as
lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting research for
corporations, as well as teaching high school or at universities as professors of sociology. Others have used their
preparation for advanced study in areas such as law, human services, public health, counseling, social work, urban
planning, and ministry. To learn more about career opportunities visit the Sociology Department website.
Sociology Faculty
Ashley Baber, Nancy Fischer, Tim Pippert, James Vela-McConnell (Chair), Lars Christiansen (Emeritus), Garry Hesser
(Emeritus), Diane Pike (Emeritus)
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound
foundation for a number of fields including human services, criminal justice, business and public service. The Sociology
major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories
over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, public
speaking, critical analysis, research design, integration of theory, analysis of quantitative and qualitative data, and the
connection between the individual and collective perspectives reflected in the sociological imagination. The five core
courses intentionally develop those skills in our students. The electives allow students to focus on more specialized
content areas and develop additional skills and perspectives related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121,
362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the
major.
Core courses (complete all five):
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SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
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SOC 490 - Senior Seminar and Keystone
Five elective courses, at least three of which must be upper division:
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Lower division elective options
o SOC 111 - City Life: Introduction to Urban Sociology
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o SOC 265 - Race, Class and Gender
o SOC 266 - Sociology of Love, Intimacy, and Sexuality
o SOC 277 - Introduction to Criminology
o SOC 290 - Cultures of Violence
o SOC 295 - Topics
o SOC 299 - Directed Study
Upper division elective options (minimum of three required; SOC121 prerequisite)
o SOC 300 - Topics
o SOC 320 - Sociology of Law
o SOC 375 - Social Psychology
o SOC 381 - City and Regional Planning
o SOC 387 - Juvenile Delinquency
o SOC 390 - Intersections of Race and Immigration
o SOC 395 - Mental Illness and Society
o SOC 399 - Internship
o SOC 499 - Independent Study/Research
Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for at least 4 credits in
order to count as electives for the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These
interest tracks are: City and Community; Law, Crime, and Deviance; and Social Psychology. Interest tracks guide majors in
selecting elective courses in a way that tailors their sociological training, experiences, and skills. Working with an advisor,
Sociology majors can design a pathway through the major that directs them toward particular careers or graduate work
in criminal justice, law, organizational development, public relations, public health, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year. For an in-depth description of departmental honors, including
project options, visit the Sociology Department website.
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Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in
design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At
Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional
artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and
training, and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration,
verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and self-expression.
Involvement in theater can help prepare students for successful careers in law, education, business, communication,
journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles,
Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios,
Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
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Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP
units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing DST 164,
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
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THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 330 - Shakespeare
o PWC 300 - Playwriting
o PWC 310 - Topics in Playwriting
o PWC 320 - Writing for Television
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o PWC 330 - Writing for Digital Media
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice
as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with
concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with
an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
PWC 300 - Playwriting
PWC 310 - Topics in Playwriting
PWC 320 - Writing for Television
PWC 330 - Writing for Digital Media
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
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MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic
demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each
of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
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Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
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THPs may be repeated
Crew work required for classes/coursework does not count toward practicum credits
Student employment hours do not count towards practicum credit
3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of the extraordinary amount of time required of the student.
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Theater Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
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Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based
on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are
completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings different
disciplinary perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of
sociology, political science, political philosophy, history, environmental studies, art, and architecture to understand
metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is
designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and
lived experience. Coursework often includes walking tours, site visits, guest speakers, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and achieving effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus),
Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and
Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
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●
And two additional urban-related electives. For electives, please see the following list, which is not exhaustive.
Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including
off-campus study, ACTC courses, and/or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Urban Studies about potential adjustments in their course requirements
to fulfill these skills.
Urban Studies Minor
A total of five courses including:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
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For a complete list of courses and descriptions, see the Course Description Search.
235
Youth Studies Minor
This program is currently on hold; some required courses are not currently taught.
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience
working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of
youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and
empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their
chosen professions.
Minor Requirements
20 credits including:
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YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Cheryl T. Chatman, EdD
Karim El-Hibri ‘06
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
James Hereford
Pahoua Yang Hoffman
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Michael C. Maxey
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Paula O’Loughlin (2022). Provost and Senior Vice President. BA, Smith College PhD, University of Minnesota.
Amy Alkire (2013). Vice President for Institutional Advancement. BA, Concordia College, Moorhead; MEd, Northern
Arizona University.
Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota.
Catherine Bishop (2010). Vice President for Student Experience and Success. BA, Macalester College; JD William Mitchell
College of Law.
John Coskran (2020). Associate Vice President, Chief Financial Officer. BS, Carleton College; MBA, Augsburg University;
MS, DePaul University.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS,
Ithaca College.
Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix,
MBA, Augsburg University.
Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota.
Administration
Gabby Allan (2022). American Indian Student Services Program Manager. BA, Dartmouth College; MSW, Washington
University in St. Louis.
Kezía Burrows (2022). Pan-Afrikan Student Services Program Manager. BA, College of Saint Benedict and Saint John’s
University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Tristan Crowell (2022). LGBTQIA+ Student Services Program Manager. BS, University of Minnesota - Twin Cities.
Firi Dawid (2020). Director of Campus Life. BA, Augsburg University; MA, University of Minnesota.
Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD,
University of Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, PhD, Washington State University.
Leah Durnin Hoover (2023). Director of Residence Life. BA, University of Arizona; MS, EdD, University of Wisconsin - La
Crosse.
Elaine Eschenbacher. Assistant Provost for Experiential Learning and Meaningful Work. BA, University of Minnesota; MA,
Augsburg University.
Michael Grewe (2008). Dean of Students. BS, University of Minnesota; MSW, Augsburg University; PhD, University of
Minnesota.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Erika Hernández (2022). Latinx Student Services Program Manager. BA, University of Minnesota.
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Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Marah Jacobson (2018). Assistant Provost for Academic Administration. BS, MS, EdD, St. Cloud State University.
Tom Kelsey (2000). Registrar. BA, Gustavus Adolphus College; MA, University of Minnesota.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
David Matz (2001). Associate Dean for Academic Affairs and Professor of Psychology. BA, Bemidji State University; MS,
North Dakota State University, PhD Texas A&M University.
Dawn Miller (2016). Human Resources Director. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost for Global Education and Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations, Institutional Advancement. BA, College of Wooster; MURP,
University of Minnesota.
Kelsey Richardson Blackwell (2007). Senior Director of Advising and Registration. BA, St Olaf College; MA, University of
St Thomas.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Executive Director of Global Initiatives, Center for Global Education and Experience . BA,
MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Martha Truax (2007). Director of Leadership Gifts. BA, Macalester College; MA, Augsburg University.
Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of
Wisconsin-Platteville; MS, University of Wisconsin-La Crosse.
Paul Vang (2023). Pan-Asian Student Services Program Manager. BS, St Cloud State University; MA, Crown College.
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Faculty (Full-time)
A
Sarah Addicks Hayes (2022). Assistant Clinical Professor of Psychology. BA, New York University, MS, MPH, PhD, West
Virginia University.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Gabriella Amberchan (2023). Assistant Professor of Chemistry. BA, Mills College; PhD, University of California, Santa
Cruz.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA,
Luther-Northwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of
Wisconsin-Madison.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Ashley Baber (2023). Assistant Professor of Sociology. AA, William Rainey Harper College; BA, Northeastern Illinois
University; MA, Roosevelt University; PhD, Loyola University, Chicago.
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College
of Medicine.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Rachel Bergman (2023). Leland B. Sateren ’35 Professor and Endowed Chair of Music. BA, Skidmore College; Ph.D. Yale
University.
Margit Berman (2019). Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota.
Vanessa Bester (2017). Associate Professor and Program Director, Physician Assistant Studies. BS, University of
Pittsburgh. MPA, University of Florida.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Richard Breaux (2023). Associate Professor of Critical Race and Ethnicity Studies. AB, Dartmouth College; MA and PhD,
University of Iowa.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS,
Minnesota State University, Mankato; PhD, Ohio State University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
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Amanda S. Case (2016). Associate Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Associate Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Jeff Clement (2023). Assistant Professor of Business Administration. BS, Georgia Institute of Technology; MBS, University
of Maryland Smith School of Business.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Associate Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at
Urbana-Champaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at
Urbana-Champaign.
Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
E
Rachel Elbing (2022). Clinical Assistant Professor, Physician Assistant Studies. BA, University of Wisconsin, MPH,
University of Minnesota.
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Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington.
Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of
Minnesota–Duluth; PhD, University of Illinois-Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Alexander Fink (2022). Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota.
Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State
University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
G
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD,
University of Nebraska-Lincoln.
Sarah Greenfield (2016). Associate Professor of English. BA, Westmont College; MA, PhD, University of
Wisconsin-Madison.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia
College-Moorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Associate Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Laurie Helgoe (2023). Associate Professor of Clinical Psychology. BA, Gustavus Adolphus College; PhD, University of
Nevada-Reno.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Daniel Hickox-Young (2023). Assistant Professor of Physics. BA, St. Olaf College; PhD, Northwestern University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
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Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West
Virginia University.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
Michael J. Humphreys (2022). Instructor of Physical Education. BA, Brown University; MA, Johns Hopkins University, PhD,
George Mason University.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School
of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
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Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD,
University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
Jaeeun Lee (2022). Assistant Professor of Psychology. BA, Carleton College; MS, PhD, University of Maryland.
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
243
Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological
Seminary; PhD, Graduate Theological Union.
Jason Lukasik (2016). Associate Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Sergio Madrid-Aranda (2022). Assistant Professor of Special Education. BA, Chihuahua Autonomous University; MEd,
Juarez Autonomous University, PhD, New Mexico State University.
Taryn Marashi (2022). BA, Agnes Scott College; MA, Washington University; PhD, Vanderbilt University.
Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University
of Minnesota.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Wilson Miu (2023). Visiting Assistant Professor of History. BA University of Chicago; MA, PhD, University of
California-Santa Cruz.
Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of
Minnesota.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
O
Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Iva Patel (2020). Assistant Professor of Religion. BA, BS, University of Maryland, Baltimore County; MA, University of
Pennsylvania; MFA, PhD, University of Iowa.
Sayantica Pattanayak (2023). Assistant Professor of Computer Science. BS, Bhadrak Institute of Technology (India); MA,
National Institute of Technology (India); MA, PhD University of North Dakota.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
R
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Associate Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
244
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Shayna Sheinfeld (2022). Assistant Professor of Religion. BA, DePaul University; MA, MTS, Harvard Divinity School, PhD,
McGill University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Associate Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University
of North Carolina.
Erik S. Steinmetz (1998). Associate Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
Najeeba Syeed (2022). Professor of Religion. B.S. Guilford College; J.D. Indiana University School of Law
T
Liaila Tajibaeva (2017). Associate Professor of Economics. BS, University of Minnesota; MA, University of
Wisconsin-Madison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Christopher Thyberg (2023). Assistant Professor of Social Work. BASW, Calvin University; MSW, PhD, University of
Pittsburgh School of Social Work.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
Jacob Troutman (2023). Assistant Professor of Chemistry. BS, Wingate University; MSW, PhD, University of Texas at
Austin.
U
Michelle Ullery (2022). Program Director and Clinical Instructor, DNP and FNP. BA, College of St. Scholastica, MS, DNP,
University of North Dakota.
245
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
V
Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous
University of the State of Morelos; MA/MPhil, and PhD, Columbia University.
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota.
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Jiachen Zhang (2023). Assistant Professor of Statistics. BBA Hong Kong Baptist University; MS, Brown University; MS,
PhD, University of Notre Dame.
John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD,
University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State
University.
David B. Apolloni. Professor Emeritus, Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminary;
PhD, University of Minnesota.
John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Laura S. Boisen. Professor Emerita, Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa
State University; PhD, University of Minnesota.
Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota.
246
Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota.
John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University.
David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Carol A. Enke. Professor Emerita, Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota.
Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado
State University.
Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University.
William D. Green. Professor Emeritus, History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota.
Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin.
247
Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Joan C. Kunz. Professor Emerita, Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification,
University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota.
Thomas. F. Morgan. Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University
of Minnesota.
Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
248
Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding
Institute.
Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota.
Diane L. Pike. Professor Emerita, Sociology. AB., Connecticut College; PhD, Yale University.
Philip Quanbeck, II. Professor Emeritus, Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary.
Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas
at Austin.
Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona
State University.
Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD,
University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Milo A. Schield. Professor Emeritus, Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University.
Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of
Chicago.
Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota.
249
Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design.
Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College;
MS, Minnesota State University, Mankato.
Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University.
Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania.
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Augsburg University 2022-2023 Course Descriptions (as of 6/25/2022)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time managemen... Show more
Augsburg University 2022-2023 Course Descriptions (as of 6/25/2022)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers
students to effectively navigate the university experience and to develop the confidence and tools to be successful.
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and
fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral
considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
1
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and
behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM),
MAT373(Probability Theory), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics
for Business Majors); 1 of DST334(Statistical Modeling), MAT110(Finite Mathematics), MAT111(Mathematics in Society),
MAT114(Precalculus), MAT145(Calculus I), MAT146(Calculus II), MAT171(Discrete Mathematics For Computing),
MAT173(Mathematics of Finance), MAT202(Discrete Mathematics For Computing), MAT273(Statistical Modeling),
MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial Accounting),
ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics), MKT252(Principles of
Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
2
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with
members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS193
Topics Workshop: Well-Being and Success in the University
2 Semester Credits
3
This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing
deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop
once for credit.
Core Curriculum Component: None
Prerequisite(s): None
AIS202
Indigenous Forms of Cultural Expression
4 Semester Credits
This course honors Indigenous contemporary cultural forms of expression including theater, film, new media,
storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students
will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore
how Indigenous culture shapes and is shaped by contemporary cultural contexts.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS205
Contemporary American Indian Issues
4 Semester Credits
This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines
cultural and political experience, and the complex relationship between Native peoples and the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS208
Native American/First Nations Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS264
American Indians in the Cinema
4 Semester Credits
This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American
Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and
the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS295
Topics
4
4 Semester Credits
This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in
lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice;
sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and
other such focuses. Topics offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS302
Indigenous Expressive Forms
4 Semester Credits
This course explores the multiple ways that Native people develop expressions of art, music and literacy in
contemporary contexts. The course examines multiple production modalities, the use of technology, and the
expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of
creative activity, focusing on a theme, a medium of expression, or a particular community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be
taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS380
Decolonizing Practices: Reading, Writing, Research
4 Semester Credits
This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We
will explore what it means to read, write and research with an Indigenous perspective. While so much research exists
that is driven and conducted from White/European and male lenses, our studies and work will emerge from
engagement with Indigenous scholars, theories and approaches.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS393
Topics Workshop: Well-Being and Success After University
2 Semester Credits
This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply
on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your
future.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues),
AIS305(Indigenous Issues of Central America)
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
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ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
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1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
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Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
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printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
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4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART220
Screen Printing I
4 Semester Credits
Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of
methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students
will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential
tool in influencing cultural change and contributing to new societal ideas.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
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ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press-Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
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Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures,
discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural
studies. Emphasis is on both skill and individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
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4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration
of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level
ART299
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Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Mid-Program Portfolio Review
2 Semester Credits
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
16
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
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ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
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4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
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community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
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Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws
from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
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Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
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Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is
required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the
Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both
BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO121.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
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Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO
151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO297
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Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study: Research in Biology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); BIO151(Introductory
Biology), BIO152(Evolution, Ecology and Diversity)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
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Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO354
Cell Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO354L
is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), CHM116(General Chemistry II)
BIO354L
Cell Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO354.
Core Curriculum Component: None
Prerequisite(s): BIO354(Introductory Cellular Biology) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO355L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
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BIO355L
Genetics Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO370
Biochemistry II
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4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology), BIO354(Introductory
Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
BIO425
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Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255(Genetics),
BIO355(Genetics); 1 of BIO255L(Completed with C- grade), BIO255L(Completed with L grade), BIO355L(Genetics Lab);
BIO152(Evolution, Ecology and Diversity)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO444
Genomics and Biotechnology
4 Semester Credits
An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the
insights genomics provides into human health and the domestication of our food crops. The course explores the how
and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living.
Concurrent registration in BIO444L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); 1 of DST164(Introduction to Statistics (with R)),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I)
BIO444L
Genomics and Biotechnology Lab
1 Semester Credits
Required lab taken concurrently with BIO444
Core Curriculum Component: None
Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
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Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of
DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Cell Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
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BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I);
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
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BIO481L
Ecology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
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2 Semester Credits
Several important biological issues that have ethical and societal implication and ramifications are explored, including
the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal
challenges faced by scientists. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics), BIO369(Biochemistry), CHM369(Biochemistry)
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
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4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of
Microeconomics)
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
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Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*;
BUS242(Principles of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
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This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): BUS362(International Business)
BUS490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
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4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): CCS100(Introduction to Cultural Studies)
CCS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
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CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
CHM397
Internship
2 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
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CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM491
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Chemistry Seminar
0.5 Semester Credits
This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
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COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM111
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Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM117
Business and Professional Speaking
4 Semester Credits
An introduction to public speaking that explores the skills, research, and forms of communication common in business
and professional careers. There is an emphasis on theory and practice associated with specialized communication skills,
including: professional networking, sales speeches, persuasive policy speeches, business concept or proposal pitches,
leading business meetings, and so much more. Note: Students may earn credit in only one of COM 111, COM 112, COM
115, or COM 117 for credit.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
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of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM180
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
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Core Curriculum Component: Humanities
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM290
Writing for Strategic Communication
4 Semester Credits
This is a course in writing skills for persuasive communication for the public relations practitioner. As public relations
continues to evolve from traditional, journalism-based practices to a complex profession requiring a broad range of
writing and media skills for integrated marketing communication, this course will help to ensure that PR students are
well-versed in the differences and similarities within various communication formats and how to write for them. From
traditional press releases and brochures to the constantly evolving world of Internet-based communication, students
will enhance their written and oral skills, and use critical thinking to find engaging and ethical techniques for targeting
their messages to a variety of publics and media.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM301
Research Methods in Communication Studies
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
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Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM305
Interviewing
4 Semester Credits
This course focuses on the process of interviewing and emphasizes the theory and skills needed in effective interviews
for both the interviewer and the interviewee. Students will develop and conduct several types of interviews, which may
include informational, employment, oral history, journalistic, and persuasive interviews.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM328
Multimedia Communication
4 Semester Credits
Multimedia content is everywhere - good content isn’t. Create content with purpose and add multimedia production to
your list of communication skills. In this course you will explore the elements of effective multimedia communication as
you pick up essential skills in using multimedia tools and technologies to reach an audience in informative, engaging,
persuasive, and entertaining ways. Through creative and intentional practice, you will engage in video production, audio
production, image creation, media writing and editing to create content that is sure to impress and have an impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), COM290(Writing for Strategic Communication),
FLM180(Film Sight and Sound), NMS220(Foundations of New Media)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM330
Crisis Communication
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4 Semester Credits
This course examines the variables involved in crisis planning, crisis communication, and crisis management in modern
organizations. Those variables include the organization’s vulnerabilities, the environment in which it thrives, the
stakeholders who can influence its operation, and the strategies best suited to maintaining or enhancing its reputation.
The media play a crucial role in crisis management and the course promotes a deeper understanding of the range of
crises facing organizations and tactics that can be employed to manage them.
Core Curriculum Component: None
Prerequisite(s): COM290(Writing for Strategic Communication)
COM333
Nonverbal Communication
4 Semester Credits
Explores the functions of communication codes like touch, body language, facial expressions, and physical appearance.
Students will gain an understanding of how nonverbal communication is situated with socio-cultural contexts and how
communication is impacted by biology and genetics. Students will do hands-on and experiential learning to build their
skills in projecting and interpreting this prevalent form of communication.
Core Curriculum Component: None
Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM254(Interpersonal Communication)
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking),
COM117(Business and Professional Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to
Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
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Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra
and Trigonometry), MPL(Math Placement Level 3)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM380
Strategic Communication Campaigns
4 Semester Credits
Builds on foundational strategic communication skills. Students will explore and practice the skills necessary to
successfully implement public relations, promotional, and other types of strategic messaging campaigns.
Core Curriculum Component: None
Prerequisite(s): COM290(Writing for Strategic Communication)
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM415
Diversity and Representation in the Media
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
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Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
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Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC311
Web Applications and Databases
4 Semester Credits
Concepts of the architecture of the web, websites, web applications, and driving these from information stored in
databases. Topics include the structure of the web; simple web pages; using javascript to dynamically update web pages;
using asynchronous background requests to a server to update pages; writing code on the server; creating, maintaining,
and querying databases.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3)
CSC341
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing), MAT202(Discrete
Mathematics For Computing); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to
Programming)
CSC351
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
CSC371
Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
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Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC210(Data Structures), CSC341(Data Structures); 1
of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing),
MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete
Mathematical Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
CSC391
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics
For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC396
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Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC421
Mobile Computing
4 Semester Credits
Concepts of translating ideas for applications into well-designed programs running on mobile hardware. Topics include
the basics of software engineering and project management, iterative design, using version control systems, creating
functionality lists, writing application flow storyboards, using the model-view-controller design pattern, using an objectoriented programming language, and using an integrated development environment to write and test code.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); CSC341(Data Structures)
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
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Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC443
Software Engineering
4 Semester Credits
An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC391(Programming Languages), CSC450(Programming Languages)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC499
Independent Study
4 Semester Credits
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Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): DAK111(Beginning Dakota I)
DST – Data Science
DST164
Introduction to Statistics (with R)
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with data and understanding the role of
variability. Topics include descriptive statistics, data visualization, the Normal distributions, simulation, experimental
design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational
tools in statistics with the R statistical software program. Applications from natural, health, and applied social science.
This course is designed as an introduction to statistics for students planning to work with data in their future studies or
careers. Students who have successfully completed MAT163, MAT164, MAT248, MIS379, PSY215, or SOC362 may not
register for credit in DST164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST234
Introduction to Data Science (and R)
4 Semester Credits
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Concepts of data science including acquisition, tidying, and managing of data; statistical computation in R;
communicating data visually; exploring ethics, social justice, and careers in data science; and analyzing data using
statistical methods, including statistical modeling and an introduction to machine learning. Students who have
completed MAT 213 may not register for credit. Students in MPG 2 are encouraged to take MAT 106 (instead of MAT
105). Students in MPG 3 who intend to take MAT 114 are encouraged to do so before taking this course.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST314
Programming for Data Science
4 Semester Credits
The course is designed for students with a basic Python or programming background and who want to learn the careerbuilding programming skills to succeed in data science and data analytics fields. Topics typically include information
manipulation and visualization, text analysis, social network analysis, and machine learning using popular Python toolkits
such as Matplotlib, NumPy, pandas, SciPy toolkits (Scikit-learn). The course includes hands-on exercises throughout the
course as mini-projects and a final project to demonstrate the new skills.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python))
DST334
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative
Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
DST234(Introduction to Data Science (and R)); DST164(Introduction to Statistics (with R))
DST374
Mathematical Statistics
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, and linear regression/ANOVA. Includes an introduction to advanced topics such as experimental
design, resampling techniques, Bayesian theory, and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis); MAT373(Probability Theory)
DST394
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Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MAT248(Biostatistics), MAT373(Probability Theory); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), HON130(Liberating
Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
DST395
Topics in Data Science
4 Semester Credits
Study of an advanced topic in Data Science.
Core Curriculum Component: None
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST399
Internship
4 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST475
Machine Learning
4 Semester Credits
Concepts of machine learning with an emphasis on the theoretical understanding of machine learning algorithms and
their application to real-world data. Topics include supervised and unsupervised algorithms and meta-learning, including
linear regression, logistic regression, nearest neighbor models, k-means clustering, support vector machines, decision
trees and forests, boosting, bagging, and artificial neural networks. Techniques for evaluating model performance and
estimating future performance are covered.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); 1 of All of CSC165(Introduction to Computer
Programming (Python)), DST164(Introduction to Statistics (with R)); DST234(Introduction to Data Science (and R));
MAT145(Calculus I)
DST490
Data Visualization for Social Justice
4 Semester Credits
Advanced statistical programming with R to construct data visualization from datasets involving social justice
implications. Course content will include regular reflection on ethics and vocation in data science with team and
individual applied projects.
Core Curriculum Component: Keystone
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of DST314(Programming for Data Science), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST475(Machine Learning), DST490(Data Visualization for Social Justice); DST234(Introduction to Data
Science (and R))
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
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Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
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Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
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International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra),
MAT315(Linear Algebra); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics);
ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
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Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
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interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
4 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
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standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
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desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
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EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC295
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC353
International Education
3 Semester Credits
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This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC375
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License for Undergraduate Students
10 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC482
Student Teaching: Additional License or Endorsement
4 Semester Credits
Supervised classroom experience for candidates seeking an initial endorsement, additional endorsement, or additional
license. Required for additional licensure or endorsement.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC485
Student Teaching: Initial License for Graduate Students
4 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC502
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC512
Foundations of Curriculum and Instruction
3 Semester Credits
In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of
curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used
to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated
curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum,
and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group
project that focuses on practicing integrated curriculum through a social action curriculum project.
Core Curriculum Component: None
Prerequisite(s): None
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
Teaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
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Core Curriculum Component: None
Prerequisite(s): None
EDC530
Advanced Technology Integration
3 Semester Credits
Advanced Technology Integration focuses on building learners’ knowledge of technology through developing a techintegrated product of your own design. The course guides you from initial project concept through implementation,
informed by multiple rounds of feedback, resources, and instruction.
Core Curriculum Component: None
Prerequisite(s): None
EDC531
Online Pedagogies
3 Semester Credits
This course provides a theoretical and practical examination of online teaching pedagogies. Students will be exposed to
a variety of learning platforms and discuss meaningful applications of online learning technologies and techniques to be
used across educational settings.
Core Curriculum Component: None
Prerequisite(s): None
EDC532
Digital Empowerment and Engagement in Education
3 Semester Credits
This course examines the theoretical framework of digital equity, identifies pedagogical approaches, and strategies
instructional solutions that provide equitable access and engagement to all learners. The participants will scrutinize the
structural causes of digital inequality and leverage technology in advocating equity, diversity, and inclusion in education.
Participants will also develop skills and knowledge to promote digital equity through specific instructional strategies.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
76
An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
Core Curriculum Component: None
Prerequisite(s): None
EDC543
Critical Geography, Culture, and EcoJustice Education
3 Semester Credits
Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological
crisis and its relationship to community and school education. What assumptions about human relationships to the
natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it
mean to envisage ecological understanding?
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
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Prerequisite(s): None
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of "who am I as a leader".
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC571
Navigating Change in Education
3 Semester Credits
This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
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3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC596
Early Career Teacher Seminar
3 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
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3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED314
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
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Prerequisite(s): EDC200(Critical Histories and Philosophies of Education)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
3 Semester Credits
Critical examination and preparation of materials and resources for teaching K-6 social studies. Students will engage in
concepts, knowledge and instructional methods and methodologies for decolonizing curriculum and classrooms.
Through an interdisciplinary approach to teaching social studies, students are exposed to critical social and human
science methods for exploring, connecting, teaching and decolonizing concepts such as government, culture, citizen,
economics, geography, history, justice, people and decision-making, for example.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED425
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
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EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
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drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Critical and Analytical Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
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4 Semester Credits
This course introduces students to the process of creative writing in various genres, emphasizing creative nonfiction,
poetry, and short fiction. It may also include elements of journaling, playwriting, or screenwriting. Students will read
published work, participate in workshops with their peers, and practice pre-writing, drafting, and revision.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL230
Literatures of Identity, Power, and Resistance
4 Semester Credits
This course explores the representational strategies of authors and artists who engage difference, identity, and the
engendered relationships of power . Although the emphasis is primarily on contemporary texts, the course also
considers those who had to forge autoethnographic engagement with dominant cultural representations of the past.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL240
Foundations of Literary and Cultural Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL265
Readings in British Literature
4 Semester Credits
A selective survey of British poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL275
Readings in American Literature
4 Semester Credits
A selective survey of American poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL285
Readings in International and Cross-Cultural Literature
4 Semester Credits
A selective survey of international and cross cultural fiction, poetry, drama, and criticism. The material will be board
sourced or regionally focused based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Writing Fiction
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL322
Writing Poetry
4 Semester Credits
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Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL324
Writing Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL330
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Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL340
Advanced Topics in Creative Writing
4 Semester Credits
An advanced topics course covering a variety of creative writing styles and concerns. The topic each term will vary
according to instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL328(Screenwriting)
ENL344
Topics in Professional Writing
4 Semester Credits
Topics may include Business Communication; Leadership Communication; Technical Writing; Grant Writing and
Proposals; Writing in Organizational Settings.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL223(Writing for Business and the Professions),
ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations
of Literary and Cultural Study)
ENL350
African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
In this course, students will read, discuss, analyze, and write about poems from the early twentieth century through
today. The class covers various poetic schools, movements, and experiments, and emphasizes the ways in which poets
respond to each other, their personal and artistic history, and their current socio-political moment.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL357
The American Novel
4 Semester Credits
Though the focus on this course varies according to each instructor, the class centers on the development of the
American novel and pays particular attention to how writers engage with each other across the centuries. Topics may
include: 19th-century American literature, the novel of the American West, 20th-century literature, or contemporary
experimentation, among others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL359
Radical Ideas in American Literature
4 Semester Credits
Examines the strains of radical thinking in American literature from the puritans to post-modern times. The course
covers a variety of moments in American history, exploring themes and echoes that run across the centuries. Emphasis
varies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Postcolonial Theory and Literature
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL372
Reading the Body
4 Semester Credits
How do writers describe what it's like to inhabit a body? And how do they describe the bodies of others? This course
looks at ways that language can be used to construct ideas about the body and the limits of language as it tries to
grapple with what it means to be embodied. We'll examine how literature about bodies reinforces or challenges ideas
about gender, gender identity, race, sexuality, and ability. The class integrates feminist, queer, and disability theories;
privileges texts by trans and cis women, as well as nonbinary folk; and is cross-listed with Gender, Sexuality and
Women's Studies. Topics may include: queer literature, feminist memoir, women and fiction, reading race, and the body
poetic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL375
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Imagining the Future
4 Semester Credits
Readings in this class fall within the genre of speculative fiction: stories that imagine what the future might hold, asking
“what if?” In these unreal settings, authors expose very real oppressions in society. By temporarily transporting
ourselves away from our present moment, readers can actively imagine what better futures might be possible if we
commit to their emergence. Readings in this class will explore both dystopias and utopias, and could include examples of
Afrofuturism, Indigenous Futurisms, Latinx Futurism, Cyberpunk, Magical Realism, Climate Fiction, and more.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
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4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL400
Advanced Topics in Literature and Writing
4 Semester Credits
This senior seminar serves as a culmination of student learning within the English major, offering opportunities to read,
write, create, and in other ways articulate literary visions and interpretations. Students will practice tenets of literary
theory, aesthetic appreciation, cognitive development, linguistic understanding, and creative expression. Themes and
topics for this course will vary to reflect the expertise and passions of individual faculty members. Each student will
complete a substantial project of their own choosing, assisted in this process by faculty guidance and peer feedback.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL326(Playwriting II), ENL328(Screenwriting), ENL330(Shakespeare), ENL332(British Literature: Renaissance and
Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason
and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama),
ENL339(Modern British and Irish Writers), ENL340(Advanced Topics in Creative Writing), ENL344(Topics in Professional
Writing), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL357(The American Novel), ENL358(Readings in
American Drama), ENL359(Radical Ideas in American Literature), ENL360(The Classical Tradition), ENL361(The Medieval
World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and
Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL372(Reading the Body), ENL375(Imagining
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the Future), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and
Theory), ENL394(Composition Theory and Practice), ENL395(Topics), ENL396(Internship in Teaching Writing)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): None
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): None
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL531
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Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
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Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
100
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
101
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
102
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required*
ENL555
Thesis: Poetry
103
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required*
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ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL560
Craft Paper
3 Semester Credits
In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and
produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and
can later be used as the basis for the craft talk that graduating students must deliver during their final residency.
Core Curriculum Component: None
Prerequisite(s): None
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
105
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
106
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV296
107
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues in the United States or
various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies
courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the
major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
108
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
109
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
110
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social
Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
111
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
112
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
113
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
114
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
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different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
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Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
ESL490
Language, Culture, and Schools
117
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
118
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
119
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
120
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM195
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
121
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM251
Mexican Cinema: Past and Present
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
122
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
123
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
124
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
125
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
126
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): FRE212(Intermediate French II)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
127
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
128
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
129
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): GER212(Intermediate German II)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
130
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
131
Core Curriculum Component: None
Prerequisite(s): None
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
132
HIS103
A Global History of Europe Since 1750
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
Decolonizing Asia and Africa
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. Themes include the
legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white
conflict and collusion, the enslavement of African Americans, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty: U.S. History To 1877
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples and their descendants in what became the
United States, up to 1877. Themes include massive ecological and demographic change, Indigenous resistance to
colonization, the enslavement of African Americans, the creation of the United States, industrialization, continental
expansion, reform movements, and the Civil War and its aftermath. The course will also introduce historical thinking and
methods.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the Modern U.S.
4 Semester Credits
A survey of United States history from 1877 to the present. The course will move topically as well as chronologically
through the years in which the United States came to global prominence despite internal dissent and violence. Special
attention will be paid to gender, race, and class and ongoing struggles over the meaning of democracy. The course will
introduce historical thinking and methods.
Core Curriculum Component: Humanities
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Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
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This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
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HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Making Minnesota: People, Power, and Place
4 Semester Credits
An exploration of the social, political, environmental, cultural, and economic history of Minnesota and the Upper
Midwest.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
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Prerequisite(s): None
HIS243
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS331
Topics in United States History
4 Semester Credits
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In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
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nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary
Germans," including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS354
Cultures of Empire: A Multinational Britain
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of the Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS400
Research Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
146
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HMO – Hmong
HMO111
Beginning Hmong I
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
HMO112
Beginning Hmong II
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): HMO111(Beginning Hmong I)
HPE – Health, Physical Education and Exercise Science
HPE104
147
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE150
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle.
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE203
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training)
HPE203L
Human Anatomy and Physiology Lab
0 Semester Credits
148
Core Curriculum Component: None
Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required*
HPE214
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification.
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
149
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE303
Advanced Human Anatomy and Physiology
4 Semester Credits
A detailed investigation into the structures and associated functions of the body. This course will provide a
comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), HPE203(Human Anatomy and Physiology)
HPE303L
Advanced Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE303(Concurrent enrollment in HPE303) *concurrent registration is required*
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
150
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE321
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development.
Core Curriculum Component: None
Prerequisite(s): None
HPE324
K-6 Physical Education Games and Activities
4 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE334
7-12 Sport Skills and Activities
4 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE335
151
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training)
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry),
MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE357
Research Methods and Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and
Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE104(Components of Fitness Training)
152
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and
Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE370
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. Concurrent registration in HPE370L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education)
HPE370L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE370(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
153
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE404
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE410
154
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE451
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course. Concurrent registration in HPE451L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE451L
Physiology of Exercise Lab
0 Semester Credits
Lab to be taken concurrently with HPE451.
Core Curriculum Component: None
Prerequisite(s): HPE451(Physiology of Exercise) *concurrent registration is required*
HPE452
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
155
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
156
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
157
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception)
*concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
158
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
159
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
160
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
161
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
162
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
163
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
164
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
165
The Enterprising Musician
2 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for music professionals in all areas of music. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills, and financial
literacy.
Core Curriculum Component: Keystone
Prerequisite(s): MUS214(Music Theory and Aural Skills IV), MUS362(Musical Philosophy)
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
166
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST194
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST294
167
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST485
Capstone: Integrating the Theory and Practice of Responsible Leadership
4 Semester Credits
This seminar is designed to provide a culminating learning experience for Leadership Studies Minor candidates who have
completed all other program requirements. Candidates for program completion will deepen their understanding of
major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of
leadership, and how leadership is manifest in practice. These goals will be accomplished by participation in the seminar
and applied leadership experience. This integration and synthesis of learning will be demonstrated through critical
reading and reflective writing, in-class dialogue, and the development of a leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Program Director), LST205(Introduction to Leadership Studies)
LST495
Topics
168
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT090
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
090 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): None
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
169
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
170
4 Semester Credits
Concepts of calculus focusing on differentiation and an introduction to integration. Topics include derivatives, their
interpretations and their applications, and the Fundamental Theorem of Calculus. Concurrent enrollment in MAT145L is
required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Applications of Precalculus and Calculus I concepts and skills to areas such as Biology, Chemistry, Climate/Environmental
Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical
modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric.
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration. Topics include limits, techniques of integration, applications of integrals,
differential equations, sequences, and infinite series. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
Calculus II Lab
0 Semester Credits
Applications of Calculus I-II concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science,
Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of
computational technology, and function representations: verbal, algebraic, graphical, and numeric . Concurrent
enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
171
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus any
theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT202
Discrete Mathematics for Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Students who have completed MAT302 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT204
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, and algebra with an emphasis on the processes of problem solving, reasoning,
connections, communication, and representation. Designed for prospective K-6 elementary school teachers and Special
Education teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT205
Mathematics for Elementary Teachers II
172
4 Semester Credits
Concepts of algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary
school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT255
Multivariable Calculus
4 Semester Credits
Concepts of multivariable and vector calculus including functions of several variables, 3D surfaces, partial derivatives,
multiple integrals, vectors and the gradient, parametric representations, polar and other coordinate systems, and vector
calculus. Students who have received transfer credit for MAT 145 are advised to take MAT 146 before MAT 255.
Students intending to take MAT 145, MAT 146, and MAT 255 are encouraged to take the courses in that order.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT302
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT315
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues. Applications, numerical approximations, and the use of vectors and matrices to
store and manipulate data.
Core Curriculum Component: None
Prerequisite(s): 1 of DST234(Introduction to Data Science (and R)), MAT245(Calculus III), MAT255(Multivariable
Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT145(Calculus I)
MAT325
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
173
MAT335
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT350
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
MAT360
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT370
Real Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
174
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures); MAT146(Calculus II)
MAT380
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT246(Linear Algebra), MAT315(Linear Algebra)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), HON130(Liberating
Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear
Algebra), MAT252(Exploring Geometry), MAT255(Multivariable Calculus), MAT269(Modeling and Differential Equations),
MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics), MAT302(Discrete Mathematical
Structures), MAT315(Linear Algebra), MAT325(History of Mathematics), MAT335(Exploring Geometry)
MAT396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT398
Internship
2 Semester Credits
175
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT455
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)), MAT146(Calculus II)
MAT465
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
176
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
177
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBA535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
178
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
179
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
Predictive Analytics
3 Semester Credits
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
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Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is
designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in
preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of
leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
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Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the
concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an
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introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a
credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent).
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness and Wellness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical,
intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a
Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze
their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer,
and other diseases will also be discussed. This course may be used to fulfill both the health and physical education
requirements for the A.A. degree.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making
strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate
and defend solutions and decisions.
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Level Mathematics - Specter
4 Semester Credits
IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college
level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a
basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of
rational expressions, inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
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Prerequisite(s): None
MDC105CE
Introduction to Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical
and experimental findings and applications. Topics include research methodology, the nervous system, perception,
cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their
treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures,
styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation.
Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
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IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture,
architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in
the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will
be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1112CE
Ethics
3 Semester Credits
185
IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of
these theories, addresses some current contentious topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) Emphasizes critical writing, reading, and thinking with
attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of
college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the
use of sources; and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1130CE
Introduction to Biological Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology
field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is
the study of our collective human origins. Students will accomplish this through three main areas: study of biological
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evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral
practices; and by examining hominid evolution from groups beginning four to five million years ago through today as
they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and
lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications
impact our evolution and environment today.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
Introduction to World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the
major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following
main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in
global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the
politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related
institutions and processes, public policies and social scientific theory while examining their own political values,
experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) Emphasizes textual analysis of primary and
secondary sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC1146CE
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of
its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a
discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout
history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a
framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
3 Semester Credits
IHCC Equivalent: ENG 1114 The Research Paper (3 sem cr) Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources.
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Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective
leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and
versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers,
and supervisors the opportunity to synthesize their individual and organizational potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
3 Semester Credits
IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history
and problems of philosophy, such as theories of knowledge, reality, value and society.
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and
perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American
government, family, education, religion, and the economy.
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and
stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the
information on improving skills in each area is presented, the student will develop a plan for implementation. The course
will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases,
and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
188
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to
death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity
to confront and explore personal attitudes and feelings.
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in
the United States. We will cover the history of urban politics and development, the basic institutions and processes,
major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated
poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the
course, we will examine both how politics works within cities and regions as well as how state and federal policies have
affected local governments over the past several decades. The emphasis will be on grasping the basics of local and
regional government and politics, and on developing a critical perspective on cities and contemporary urban and
regional problems.
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political
institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of
state legislatures, governors, courts, and political parties, including the nomination and election process of state and
local officials. Overall the course emphasis will be on the Minnesota political system.
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an
appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be
selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and
scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic
probability and normal distributions.
Core Curriculum Component: None
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Prerequisite(s): None
MDC130CE
Family and Society
3 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government
3 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
190
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own
unique voice, dramatic presence, and the power of connecting with others through story using the works of William
Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and
speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the
student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity,
exploring their voices, and expanding their imaginative and empathetic powers.
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help
tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and
interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of
writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants
submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5
lessons they actually executed with their tutees.
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
3 Semester Credits
IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in
society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social
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responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance,
information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise.
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
3 Semester Credits
IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact
business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods
under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and
employment law.
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
3 Semester Credits
IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our
airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to
American experience. We will explore how we are influenced by it and how it influences music history.
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
(4 sem cr) This course applies basic psychological principles of human development and behavior to learning and
teaching. The course begins with theoretical background on human development. We will examine and critique the
works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of
learning theories. The course then moves to a more specific application of these theories by examining pedagogical
techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we
attempt to reconcile theory and practice.
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the
women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how
the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the
diversity of women’s experiences in terms of race, class, and sexual orientation.
Core Curriculum Component: None
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Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial
revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the
present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American
ethnic and cultural diversity.
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
3 Semester Credits
IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with
the emphasis on skills common to creative expression. Assists students in discovering and developing their own best
medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.)
Students will identify select portions of writing for small and/or large group presentation.
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
3 Semester Credits
IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the
organization. Emphasis is placed on developing more productive working relationships, and achieving desired results.
Topics include: employer/employee relations, communication techniques, conflict management, work force diversity,
and developing and managing effective teams, motivation, training, and development, talent management, developing
leaders, and performance management.
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which
language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social
power. Students will read a variety of essays about the ways in which language and social status intersect. They will also
read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a
series of writing assignments designed to help them explore the political power of language
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
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Introduction to Literature
4 Semester Credits
IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and
understanding poetry, drama, novels, short stories and creative nonfiction.
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
3 Semester Credits
IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy
motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and
criticism of the cinema and film industry. The relationship between form and content is basic to this course.
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature
and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European
Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire,
Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism,
Impressionism, and Existentialism. Covers primarily Western culture with some global culture added.
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science (with Lab)
4 Semester Credits
IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) Introduces non-majors or majors to
fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the
limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group
activities, guest speakers and films. One semester credit of lab includes analysis of factors using the campus landscape.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
3 Semester Credits
IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and
examines the role of government, the marketing environment, consumer behavior and the marketing function within an
enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of
target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The
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course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship
marketing, marketing information systems, etc.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge
and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide
students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further
research.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and
analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic
knowledge of traditional Chinese literary culture and a useful foundation for further research.
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we
live and work in relationship with others and must communicate effectively with them to achieve our goals. This class
helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends,
and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
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develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
3 Semester Credits
IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) This course examines the role and functions of religion in
society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures
through exploring the history and key teachings of the religions, examining ways of being religious in various traditions,
reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic
and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The
class will discuss how major world religions respond to contemporary social/global issues.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities: Race, Class and Gender
3 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected
inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism.
Core Curriculum Component: None
Prerequisite(s): None
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
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unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
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4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MPL(Math Placement Group 3);
MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
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Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for
Business Majors); MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT359
Digital Marketing
4 Semester Credits
Digital marketing is all around us. This course will cover some of the major digital components in marketing campaigns,
including websites, analytics, email, paid search, search engine optimization (SEO), and social media.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
200
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising), MKT359(Digital Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
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ML512
Leadership in the Community
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
202
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML538
Communication Skills for Leadership
3 Semester Credits
This course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills.
Students will perform communicative tasks in a variety of genres and will receive feedback on the effectiveness of their
performances.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML545
203
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
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leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health
care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations
are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML585
205
Leadership Capstone: Integrating Theory and Practice
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
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3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used
toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: Fine Arts
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Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and
community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a
dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
208
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
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Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its
own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE311
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. Auditions
are scheduled the first week of the fall semester or by contacting the director.
210
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE312
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE321
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE341
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE343
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE494
Advanced Opera Workshop
211
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
212
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
213
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
214
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
215
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
216
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
217
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
218
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
1 Semester Credits
219
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
220
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
221
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
222
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
223
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
224
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): None
MUS136
Class Piano 2
1 Semester Credits
225
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
In this course, students will engage in active music making and explore a variety of musical practices from within and
outside their own experiences. Students will leave this course knowing how to further their own musical journey—as
creators, consumers, and thinkers—recognizing that music is an ongoing and everyday part of life as a human being.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
226
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
227
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
228
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
229
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS273
Functional Music Skills
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
230
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
231
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS321
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS322
Italian Diction
1 Semester Credits
232
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS323
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS324
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
233
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
234
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
235
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
236
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS361
Music and Identity in the Americas
3 Semester Credits
This first course in a two-semester Music History sequence centers popular music styles of the Americas and the
Caribbean exploring their syncretic roots in European harmony, West African percussion, and Black (U.S.) American vocal
and improvisational practices. Historical and contemporary studies will illuminate music’s centrality in building and
expressing group identities (e.g. religion, race, ethnicity, nationality, gender). Students will also gain an appreciation for
the many global cultures that make up the musical life of the Twin Cities through both study and experiential learning.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
MUS362
Musical Philosophy
3 Semester Credits
We will critically consider the concept of “art music” through the lens of philosophical and artistic developments in the
West tracking the cultural shift from the Medieval assumption of a God-permeated universe to the influence of
contemporary humanism. We will then challenge the assumptions that underlie Western philosophical thought by
studying Asian musics and their underlying philosophies. In his 2007 “Tractate on Japanese Aesthetics,” Donald Richie
observes that, in the East, there is a sense that “ordered structure contrives, logical exposition falsifies, and linear,
constructed argument eventually limits.” This course challenges the Western understanding of argumentation and
logical construction that forms the basis for the ways in which we (i.e., inheritors of “Western” culture) assimilate and
process information, providing a basis for greater inter-cultural competencies, as revealed through Eastern writings, art,
and music.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
237
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
238
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
239
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS413
Advanced Analysis
2 Semester Credits
The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to
understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a
variety of time periods and musical traditions.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS420
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
240
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS441
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
241
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS476
Instrumentation and Arranging
2 Semester Credits
This course will introduce students to the various instruments of the orchestra, as well as those from other music
traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write
effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various
ensembles. Some aspects of electronic music arranging will be discussed as well.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
242
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. All other requirements
for graduation must be completed prior to the internship.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
MUS498
Independent Study
243
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
244
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
245
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS552
General Music Education Methods
246
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
247
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
248
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
249
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
250
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS115
Introduction to Game History and Design
4 Semester Credits
251
This course introduces students to game design and development terminology, principles, tools and techniques.
Students will examine the history and theories of game design and will explore a variety of game genres. Business
principles, legal and ethical issues and technological developments are discussed in relation to the creation of games.
Core Curriculum Component: None
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS252
Content and Systems Design
4 Semester Credits
If you’ve ever enjoyed the experience of playing a video game, you’ve had a first-hand lesson in how important content
and systems design are. The experience of a game is driven by four major components: content, systems, narrative, and
user experience. This class will help you learn to design all four components, and build a deeper understanding of the
game development process and an introduction to concepts in scripting.
Core Curriculum Component: None
252
Prerequisite(s): None
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS352
Unity I: Working With Unity
4 Semester Credits
The Unity engine powers nearly 50% of all games and nearly 75% of mobile games. This course, built in collaboration
with Unity and the IGDA, will introduce you to developing games in Unity. By the end of this course, you'll learn how to
build a fully functioning game within the Unity system, including all key elements.
Core Curriculum Component: None
Prerequisite(s): None
NMS371
253
Internet Law
4 Semester Credits
Cybercrime. Privacy Breaches. Copyright Infringement. The Internet is chocked full of examples like these where
technology, users, and society have collided in ways that have called for legal or regulatory intervention. Study Internet
governance frameworks and existing laws while exploring the legal principles and regulations that govern the Internet.
Consider the past, present, and future of Internet law as you examine global Internet challenges and key legal conflicts.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
COM180(Introduction to Communication Studies), COM247(Documentary History and Theory), COM254(Interpersonal
Communication), COM260(Environmental Communication), COM280(Introduction to Communication Studies),
COM290(Writing for Strategic Communication), COM295(Topics), FLM124(Monster Movies), FLM180(Film Sight and
Sound), FLM216(Film Production I), FLM229(Screenwriting), FLM230(Scenic Painting: Paint for Stage, Film and Faux
Application), FLM240(Animation), FLM251(Mexican Cinema: Past and Present), FLM260(Documentary Production I),
FLM295(Film Topics), NMS110(Exploring Diversity in Mass Media), NMS220(Foundations of New Media), NMS230(Social
Media), NMS242(Electronic Literature), NMS260(New Media Production), NMS295(Topics in New Media),
POL121(American Government and Politics), POL122(Social Justice in Urban America), POL158(Introduction to Political
Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identity), POL295(Topics)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS399
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Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS452
Unity II: Advanced Unity
4 Semester Credits
This course is intended to provide students with the skills and knowledge to bring their mastery of the Unity game
engine and C# programming up to a professional standard. Students will learn how to perform a range of vital codebased tasks within the Unity platform, and will grow their skills in building core gameplay functionality, supporting
systems and platform-specific optimizations. This course was built in collaboration with Unity. Upon successful
completion, students will be prepared to sit for the Unity Certified Associate: Programmer exam.
Core Curriculum Component: None
Prerequisite(s): NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity)
NMS475
Game Design Studio
4 Semester Credits
This course is intended as a culmination of all a student’s work in the Game Design and Development major. Students
will work in groups to build a game in the Unity engine that uses real-time 2D or 3D visuals and showcases their
understanding of the core principles of game design. Students will pitch their game, design, prototype, build and test
their game. Students will be evaluated based on the quality of their game, and their internal project management
processes.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)), CSC272(Unix and C), CSC311(Web
Applications and Databases), NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity), NMS452(Unity II: Advanced Unity)
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
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self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable*
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
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This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
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stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
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Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
260
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
261
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
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traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
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Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
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level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR715
Practicum: Dismantling White Supremacy Culture
1 Semester Credits
This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and
systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive
patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By
learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one
can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be
incorporated into collective group work to address systemic racism in both personal and professional work spaces.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum: Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
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2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum: Día de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Día de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum: Health and Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
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1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR755P
Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
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Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and
patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then
viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad
understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are
responsive to diverse cultural expressions of health and illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
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Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
1 Semester Credits
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This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
2 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic
approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health
promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan
and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
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Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
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meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR833
Advanced Pathophysiology II
2 Semester Credits
This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission
within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease
results from ongoing states of imbalance. This course also integrates competency-based case study applications.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
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NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR843
Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating HEENT and Complementary and
Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning the skill techniques for treating these conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR844
Women's Health Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating Women’s health issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for
treating Women’s health conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
NUR845
Musculoskeletal Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating musculoskeletal issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques
for treating the musculoskeletal conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR846
Dermatology, Suturing and Minor Surgical Procedures Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating dermatology, suturing and minor
surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course.
Core Curriculum Component: None
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Prerequisite(s): NUR825(Concurrent enrollment in NUR825) *concurrent registration is required*
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
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Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
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barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
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Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
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7 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
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Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects
of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these
experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
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PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
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Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
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A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
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Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
283
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
284
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
This course introduces students to various topics in the field of philosophy. Students will explore primary texts and
sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop
their own perspectives on the topic(s) under investigation.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
285
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
286
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
287
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
288
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent
registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
PHY108L
College Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
289
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II)
*concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level);
PHY121(General Physics I)
PHY122L
General Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
290
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III) *concurrent registration is acceptable*, MAT255(Multivariable Calculus)
*concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
291
PHY295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in
PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
292
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY351
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling
and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics);
PHY122(General Physics II)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
293
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
294
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
295
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
296
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
297
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
298
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional
Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
299
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to
Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
300
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
301
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
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POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
304
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP705
Physiological Psychology
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
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students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
3 Semester Credits
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
306
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
307
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
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formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
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expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
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experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
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The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
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Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
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committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP859
Clinical Research Project Extension
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents an optional extension credit for students who were not able to complete their CRP on the typical timeline,
through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working
closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their
chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful
CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and
research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP855(Clinical Research Project 5)
PRP880
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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PRP890
Predoctoral Internship
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PRP891
Predoctoral Internship Supplement
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PSY – Psychology
PSY100
Topics in Psychology
4 Semester Credits
A topics-based psychology course for non-majors interested in applying psychological principles and methods to
understand and analyze real-world events.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY105
Principles of Psychology
315
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY205
Global Perspectives in Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
316
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
317
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Psychopathology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY275
Cultural Psychology
4 Semester Credits
This course will provide a comprehensive introduction to how culture and diversity shape psychological processes. We
will survey a broad range of topics in cultural psychology, emphasizing psychological theories and methods that shed
light on how culture influences psychological experiences and social behavior. Topics include cultural contributions to
emotion, cognition, development, social and intergroup relationships, power and oppression, identity and the self,
personality, migration and acculturation, morality, and mental health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
318
Industrial and Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY292
Topics in Mental Health
2 Semester Credits
Discuss current topics in mental health from biological, psychological, social, and scientific perspectives. Specific topic
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
319
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
320
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling and Psychotherapy Theories
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
321
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
322
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Science Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
323
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC310
Topics in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of
genre, musical theater writing, social justice theater, various play structures, and related topics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC320
Writing for Television
4 Semester Credits
An online television writing workshop taught from the perspective of a professional writer affiliated with the
Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot
creation, as well as professional development and issues in the field.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC330
Writing for Digital Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PWC510
324
Topics in Writing for Screen and Stage
3 Semester Credits
An online graduate-level writing workshop taught by a professional writer affiliated with the Playwrights’ Center.
Students learn about specific rotating topics in the fields of theater, television, film, or digital media by completing a
major writing project for screen or stage and contributing to an active writing community. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
325
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN209
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN216
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
326
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN230
Self, Sex and Sin: Human Person in Christian and Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN237
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN240
Religion and the Rise of Science
4 Semester Credits
327
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN243
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN245
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
328
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN257
Heaven, Hell, and the End of the World
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN261
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN275
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
329
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN276
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central element of this course will be a research project that studies the
methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and
shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN300
330
Religion and Vocation in the Public Sphere
4 Semester Credits
This course will provide an introduction to the way religious and/or humanist commitments shape individuals and
communities, and help them understand who they are and how they live in relation to the world around them. It will use
the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these
commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism,
Christianity, Islam, Hinduism, and Buddhism.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status)
RLN301
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN302
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN303
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN304
Contextual Learning in Ministry
3 Semester Credits
This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year
pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a
week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304
each semester during their second and third year. Their responsibilities in their contextual learning sites will change
each semester, therefore their reflection and subsequent learning will also change each semester.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Approved internship registration form)
331
RLN319
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN330
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN331
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN333
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN336
Latin American Liberation Theologies and Social Change
332
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN340
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN342
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
333
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN374
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined
with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
334
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN402
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
335
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN409
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
336
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN441
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
SCI – Science
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
337
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week.
Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
338
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour
of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
339
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
340
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Love, Intimacy, and Sexuality
4 Semester Credits
Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what
happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional
intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and
sexual identities?
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
341
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology)
SOC362
342
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Sociology)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
343
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC390
Intersections of Race and Immigration
4 Semester Credits
Often the source of what sociologists call a "moral panic," immigration has produced cultural, economic, and political
tension and conflict not only in the U.S. but throughout the world, particularly when those immigrating are "not like us."
Structured as part seminar and part research practicum, this course pursues a critical examination of immigration in the
United States—both past and present—and its intimate connections with race and ethnic identity.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
344
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Sociology)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
345
Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Sociology)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA114
Spanish for Ministry I
4 Semester Credits
If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive
Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to
church and public theology settings, such as migrant ministries.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA211
Intermediate Spanish I
346
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
347
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
348
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
349
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
350
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA397
Internship
351
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
352
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with
Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to
Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education
Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
354
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with
Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to
Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
355
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
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organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
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SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
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Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been
admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field
Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open
only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
360
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
361
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
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SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK518
Foundation of Addictions
363
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
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students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of
origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social
inequality is an overarching phenomenon related to diversity, with individual manifestations within different social
identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and,
Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro,
mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of
origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social
inequality is an overarching phenomenon related to diversity, with individual manifestations within different social
identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and,
Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro,
mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
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understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
Multicultural Policy Practice
366
3 Semester Credits
In this course, students learn how social policies affect the delivery of social work services. This course examines
concepts and frameworks for analyzing policy. The course addresses the role of economics, demographics, politics,
values, power and other relevant factors on policy design and implementation. The course emphasizes the analysis of
selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care,
families, and tax policy including tax expenditures. Students learn to analyze, formulate, and change agency and social
policies in relation to current events. Students explore the impact of institutional discrimination and oppression such as
racism in the policy making process. Students learn policy advocacy, and community mobilization with stakeholders to
influence policy development and implementation.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
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Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool
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at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
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SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
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THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
372
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
373
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP152
Theater Practicum: Costume Running Crew
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
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techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
375
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes
lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
376
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: None
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Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques,
and fabric types, as well as introductory techniques in stage makeup application and design.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR294
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
378
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to
the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR367
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR397
380
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
TRIO- TRI
TRI101
Navigating the Hidden Curriculum of Higher Education
2 Semester Credits
This course supports TRIO/SSS students making the transition from high school to the University, supplementing a corequisite course with academic skills instruction targeted to the companion course requirements. This course will also
explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This
course empowers students to effectively navigate the university experience and to develop the confidence and tools to
be successful.
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Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB381
City and Regional Planning
4 Semester Credits
382
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
383
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
384
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
385
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
386
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
387
WEL170
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
388
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
389
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
390
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
391
WST366
Latin American Liberation Theologies and Social Change
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
392
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
393
Show less
Augsburg University 2023-2024 Course Descriptions (as of 7/21/2023)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management... Show more
Augsburg University 2023-2024 Course Descriptions (as of 7/21/2023)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers
students to effectively navigate the university experience and to develop the confidence and tools to be successful.
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
ACA195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PASSCRSELG(Eligible to take Promoting Academic Student Success (PASS))
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and
fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral
considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
1
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and
behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM),
MAT373(Probability Theory), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics
for Business Majors); 1 of DST334(Statistical Modeling), MAT110(Finite Mathematics), MAT111(Mathematics in Society),
MAT114(Precalculus), MAT145(Calculus I), MAT146(Calculus II), MAT171(Discrete Mathematics For Computing),
MAT173(Mathematics of Finance), MAT202(Discrete Mathematics For Computing), MAT273(Statistical Modeling),
MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial Accounting),
ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics), MKT252(Principles of
Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
2
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with
members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian, First Nations, and Indigenous Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
3
Prerequisite(s): None
AIS193
Topics Workshop: Well-Being and Success in the University
2 Semester Credits
This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing
deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop
once for credit.
Core Curriculum Component: None
Prerequisite(s): None
AIS202
Storytelling, Dance, and Art: Indigenous Expression
4 Semester Credits
This course honors Indigenous contemporary cultural forms of expression including theater, film, new media,
storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students
will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore
how Indigenous culture shapes and is shaped by contemporary cultural contexts.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS205
Contemporary American Indian Issues
4 Semester Credits
This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines
cultural and political experience, and the complex relationship between Native peoples and the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS208
Native American/First Nations Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS264
American Indians in the Cinema
4 Semester Credits
This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American
Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and
the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this.
4
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS295
Topics
4 Semester Credits
This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in
lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice;
sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and
other such focuses. Topics offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS302
Indigenous Expressive Forms
4 Semester Credits
This course explores the multiple ways that Native people develop expressions of art, music and literacy in
contemporary contexts. The course examines multiple production modalities, the use of technology, and the
expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of
creative activity, focusing on a theme, a medium of expression, or a particular community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
5
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be
taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS380
Decolonizing Practices: Reading, Writing, Research
4 Semester Credits
This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We
will explore what it means to read, write and research with an Indigenous perspective. While so much research exists
that is driven and conducted from White/European and male lenses, our studies and work will emerge from
engagement with Indigenous scholars, theories and approaches.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS393
Topics Workshop: Well-Being and Success After University
2 Semester Credits
This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply
on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your
future.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
6
AIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues),
AIS305(Indigenous Issues of Central America)
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
7
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Visual Literacy
4 Semester Credits
8
Contemporary life is overflowing with visual content. Successfully navigating this massive visual culture requires the
ability to recognize, interpret, create, and communicate meaning through the visual elements of art and design. This skill
is known as visual literacy.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART109
Pixels and Vectors
4 Semester Credits
This course aims to introduce students to graphic design tools and develop their ideas through effective image searches
and manipulation using appropriate tools and effects. The course will cover Adobe Photoshop, Adobe Illustrator, Adobe
InDesign, and Adobe After Effects through three main projects.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
9
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
10
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
11
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
Graphic design is the practice of using words and images to communicate and create meaning. In this course, students
will learn the fundamental concepts of graphic design through the lens of both historic and contemporary design work,
and a deeply iterative design practice. This studio class builds upon the visual literacy gained in ART102 and the technical
skills of ART109, in order for students to be able to both recognize, synthesize, and utilize a broad range of visual,
cultural, historic, and conceptual elements of graphic design.
Core Curriculum Component: Fine Arts
Prerequisite(s): ART102(Visual Literacy), ART109(Pixels and Vectors)
ART202
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): ART102(Visual Literacy), ART109(Pixels and Vectors)
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
12
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART220
Screen Printing I
4 Semester Credits
Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of
methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students
will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential
tool in influencing cultural change and contributing to new societal ideas.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
13
Pre-Columbian, Colonial, and Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press-Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
14
Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures,
discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural
studies. Emphasis is on both skill and individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration
of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
15
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Mid-Program Portfolio Review
2 Semester Credits
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
16
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
17
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
18
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
19
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
20
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
21
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
22
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people. Continuation in language course sequences requires completion of the prerequisite language
class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people. Continuation in language course sequences requires completion of the prerequisite language
class with a C- or higher.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws
from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
23
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Approval to register for AUGEX1)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Approval to register for AUGEX2)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Approval to register for AUGEX3)
AUGEX4
Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Approval to register for AUGEX4)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Approval to register for AUGEX5)
BIO - Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
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BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is
required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the
Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
25
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both
BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO121.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
An introduction to biology for biology and related majors. Topics include cell and molecular biology, metabolism, and
genetics. Concurrent registration in BIO151L is required. Students who do not require this course for their major (e.g.
non-science majors) must get instructor permission to enroll.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
26
4 Semester Credits
An introduction to evolution, ecology, and biological diversity for biology and related majors. Concurrent registration in
BIO152L is required. Students who do not require this course for their major (e.g. non-science majors) must get
instructor permission to enroll.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution, Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study: Research in Biology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
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Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); BIO151(Introductory
Biology), BIO152(Evolution, Ecology and Diversity)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO354
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Cell Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO354L
is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), CHM116(General Chemistry II)
BIO354L
Cell Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO354.
Core Curriculum Component: None
Prerequisite(s): BIO354(Introductory Cellular Biology) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO355L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO355L
Genetics Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
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Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
30
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology), BIO354(Introductory
Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
BIO425
Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255(Genetics),
BIO355(Genetics); 1 of BIO255L(Completed with C- grade), BIO255L(Completed with L grade), BIO355L(Genetics Lab);
BIO152(Evolution, Ecology and Diversity)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO444
31
Genomics and Biotechnology
4 Semester Credits
An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the
insights genomics provides into human health and the domestication of our food crops. The course explores the how
and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living.
Concurrent registration in BIO444L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); 1 of DST164(Introduction to Statistics (with R)),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I)
BIO444L
Genomics and Biotechnology Lab
1 Semester Credits
Required lab taken concurrently with BIO444
Core Curriculum Component: None
Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of
DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I)
BIO473L
32
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Cell Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
33
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I);
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO481L
Ecology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO486
Immunology
4 Semester Credits
34
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
Several important biological issues that have ethical and societal implication and ramifications are explored, including
the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal
challenges faced by scientists. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics), BIO369(Biochemistry), CHM369(Biochemistry)
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
35
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
36
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of
Microeconomics)
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*;
BUS242(Principles of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
37
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MIS379(Quantitative
Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); ACC222(Introduction to
Managerial Accounting), BUS301(Business Law), BUS362(International Business), ECO112(Principles of
Macroeconomics), ECO113(Principles of Microeconomics), FIN331(Financial Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): BUS362(International Business)
BUS490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
38
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): CCS100(Introduction to Cultural Studies)
CCS397
Internship
39
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
40
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography. (Fall)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM295
Topics
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
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Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
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Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
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1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM117
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Business and Professional Speaking
4 Semester Credits
An introduction to public speaking that explores the skills, research, and forms of communication common in business
and professional careers. There is an emphasis on theory and practice associated with specialized communication skills,
including: professional networking, sales speeches, persuasive policy speeches, business concept or proposal pitches,
leading business meetings, and so much more. Note: Students may earn credit in only one of COM 111, COM 112, COM
115, or COM 117 for credit.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM180
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
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COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM290
Writing for Strategic Communication
4 Semester Credits
This is a course in writing skills for persuasive communication for the public relations practitioner. As public relations
continues to evolve from traditional, journalism-based practices to a complex profession requiring a broad range of
writing and media skills for integrated marketing communication, this course will help to ensure that PR students are
well-versed in the differences and similarities within various communication formats and how to write for them. From
traditional press releases and brochures to the constantly evolving world of Internet-based communication, students
will enhance their written and oral skills, and use critical thinking to find engaging and ethical techniques for targeting
their messages to a variety of publics and media.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM301
Research Methods in Communication Studies
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM305
Interviewing
4 Semester Credits
This course focuses on the process of interviewing and emphasizes the theory and skills needed in effective interviews
for both the interviewer and the interviewee. Students will develop and conduct several types of interviews, which may
include informational, employment, oral history, journalistic, and persuasive interviews.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM328
Multimedia Communication
4 Semester Credits
Multimedia content is everywhere - good content isn’t. Create content with purpose and add multimedia production to
your list of communication skills. In this course you will explore the elements of effective multimedia communication as
you pick up essential skills in using multimedia tools and technologies to reach an audience in informative, engaging,
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persuasive, and entertaining ways. Through creative and intentional practice, you will engage in video production, audio
production, image creation, media writing and editing to create content that is sure to impress and have an impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), COM290(Writing for Strategic Communication),
FLM180(Film Sight and Sound), NMS220(Foundations of New Media)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM330
Crisis Communication
4 Semester Credits
This course examines the variables involved in crisis planning, crisis communication, and crisis management in modern
organizations. Those variables include the organization’s vulnerabilities, the environment in which it thrives, the
stakeholders who can influence its operation, and the strategies best suited to maintaining or enhancing its reputation.
The media play a crucial role in crisis management and the course promotes a deeper understanding of the range of
crises facing organizations and tactics that can be employed to manage them.
Core Curriculum Component: None
Prerequisite(s): COM290(Writing for Strategic Communication)
COM333
Nonverbal Communication
4 Semester Credits
Explores the functions of communication codes like touch, body language, facial expressions, and physical appearance.
Students will gain an understanding of how nonverbal communication is situated with socio-cultural contexts and how
communication is impacted by biology and genetics. Students will do hands-on and experiential learning to build their
skills in projecting and interpreting this prevalent form of communication.
Core Curriculum Component: None
Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM254(Interpersonal Communication)
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
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Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM280(Introduction to Communication
Studies); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1
of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking),
COM117(Business and Professional Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra
and Trigonometry), MPL(Math Placement Level 3)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM380
Strategic Communication Campaigns
4 Semester Credits
Builds on foundational strategic communication skills. Students will explore and practice the skills necessary to
successfully implement public relations, promotional, and other types of strategic messaging campaigns.
Core Curriculum Component: None
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Prerequisite(s): COM290(Writing for Strategic Communication)
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM415
Diversity and Representation in the Media
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
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COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS – Critical Race and Ethnicity Studies
CRS101
Introduction to Critical Race and Ethnicity Studies
4 Semester Credits
This introductory class provides students with complex vocabularies and frameworks to understand how race intersects
with gender, sexuality, class, (non)citizenship, and nation in producing systems of power and inequality. It examines
large historical structures around the management of land, labor, and bodies (settle colonialism, chattel slavery,
immigration labor, refugee flows, globalization), and how our everyday lives are informed by larger social and economic
structures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS120
Topics in Africana Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS140
Topics in Asian American and Pacific Islander Studies
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
CRS141
History Untold: Southeast Asian American Refugee Experiences
4 Semester Credits
This course focuses on shared and unique experiences of Southeast Asian diaspora in the United States–– among
Vietnamese, Cambodian, Laotian, and Hmong American refugees. We examine these experiences as enabled by U.S.
imperialism and closely tied to domestic racial/ gendered management. The course utilizes critical refugee studies,
queer/feminist thoughts, using scholarly texts, creative materials, and cultural productions.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS160
Topics in Latine/x Studies
4 Semester Credits
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS161
Introduction to Cultural Studies in Latin America and the Caribbean
4 Semester Credits
This course will introduce the analysis of culture as a concept, practice, and form of representation. It will provide
analytical and methodological tools to discuss various cultural forms and develop critical skills in analyzing race and
ethnicity. Particular attention will be placed on issues of representation and the notion of cultural difference(s). The
theoretical and critical texts studied will represent diverse geographical and cultural locations, emphasizing materials
that explore cultural issues in the context of Latin American, the Caribbean, Afro-Latinxs, and Latinxs.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS220
Topics in Africana Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS261
Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the Caribbean
4 Semester Credits
Roland Barthes points out: "What is food? It is not just a collection of products that can be used for statistical or
nutritional studies. It is also, and at the same time, a communication system, a body of images, a protocol of uses,
situations and behavior". From the French critic's perspective, food represents a communication system that reveals the
symbolic meaning that certain foods acquire, whether in how they are produced, prepared, consumed, marketed, or
written about. This course explores how food adapts to the lifestyle of individuals and, as a result, defines the practical,
cultural customs of a people. As a critical apparatus, food can be used to examine the discursive constructions of
identity, space, consumption, gender, and race that affect a society. The course aims to examine culture through food to
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understand better its impact on social class, identity construction, cultural distinction, and power. A variety of written,
visual, and auditory texts from the colonial period to the present and material on food culture will be discussed.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS301
Topics in Critical Race and Ethnicity Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS320
Topics in Africana Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS360
Topics in Latine/x Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC165L(Concurrent registration in CSC165L) *concurrent registration is required*
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3); CSC170L(Concurrent registration in CSC170L) *concurrent registration is required*
CSC170L
Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC199
Internship
4 Semester Credits
This internship is not eligible to apply toward either the Computer Science major or minor.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
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Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC311
Web Applications and Databases
4 Semester Credits
Concepts of the architecture of the web, websites, web applications, and driving these from information stored in
databases. Topics include the structure of the web; simple web pages; using javascript to dynamically update web pages;
using asynchronous background requests to a server to update pages; writing code on the server; creating, maintaining,
and querying databases.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3)
CSC341
Data Structures
4 Semester Credits
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Fundamental concepts for storing and manipulating data using Abstract Data Types (ADTs) such as lists, stacks, queues,
heaps, and graphs. Implementation of ADTs in Java using both iteration and recursion; analysis of runtime efficiency;
and best software development practices.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing), MAT202(Discrete
Mathematics For Computing); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to
Programming)
CSC351
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
CSC371
Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC210(Data Structures), CSC341(Data Structures); 1
of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing),
MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete
Mathematical Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
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An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
CSC391
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics
For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC421
Mobile Computing
4 Semester Credits
Concepts of translating ideas for applications into well-designed programs running on mobile hardware. Topics include
the basics of software engineering and project management, iterative design, using version control systems, creating
functionality lists, writing application flow storyboards, using the model-view-controller design pattern, using an objectoriented programming language, and using an integrated development environment to write and test code.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); CSC341(Data Structures)
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC443
Software Engineering
4 Semester Credits
An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
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Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC391(Programming Languages), CSC450(Programming Languages)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language
course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
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4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): DAK111(Beginning Dakota I)
DST – Data Science
DST164
Introduction to Statistics (with R)
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with data and understanding the role of
variability. Topics include descriptive statistics, data visualization, the Normal distributions, simulation, experimental
design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational
tools in statistics with the R statistical software program. Applications from natural, health, and applied social science.
This course is designed as an introduction to statistics for students planning to work with data in their future studies or
careers. Students who have successfully completed MAT163, MAT164, MAT248, MIS379, PSY215, or SOC362 may not
register for credit in DST164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST234
Introduction to Data Science (and R)
4 Semester Credits
Concepts of data science including acquisition, tidying, and managing of data; statistical computation in R;
communicating data visually; exploring ethics, social justice, and careers in data science; and analyzing data using
statistical methods, including statistical modeling and an introduction to machine learning. Students who have
completed MAT 213 may not register for credit. Students in MPG 2 are encouraged to take MAT 106 (instead of MAT
105). Students in MPG 3 who intend to take MAT 114 are encouraged to do so before taking this course.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST314
Programming for Data Science
4 Semester Credits
The course is designed for students with a basic Python or programming background and who want to learn the careerbuilding programming skills to succeed in data science and data analytics fields. Topics typically include information
manipulation and visualization, text analysis, social network analysis, and machine learning using popular Python toolkits
such as Matplotlib, NumPy, pandas, SciPy toolkits (Scikit-learn). The course includes hands-on exercises throughout the
course as mini-projects and a final project to demonstrate the new skills.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python))
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DST334
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative
Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
DST234(Introduction to Data Science (and R)); DST164(Introduction to Statistics (with R))
DST374
Mathematical Statistics
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, and linear regression/ANOVA. Includes an introduction to advanced topics such as experimental
design, resampling techniques, Bayesian theory, and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis); MAT373(Probability Theory)
DST394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MAT248(Biostatistics), MAT373(Probability Theory); MAT146(Calculus II)
DST395
Topics in Data Science
4 Semester Credits
Study of an advanced topic in Data Science.
Core Curriculum Component: None
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST396
Internship
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST475
Machine Learning
4 Semester Credits
Concepts of machine learning with an emphasis on the theoretical understanding of machine learning algorithms and
their application to real-world data. Topics include supervised and unsupervised algorithms and meta-learning, including
linear regression, logistic regression, nearest neighbor models, k-means clustering, support vector machines, decision
trees and forests, boosting, bagging, and artificial neural networks. Techniques for evaluating model performance and
estimating future performance are covered.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); 1 of All of CSC165(Introduction to Computer
Programming (Python)), DST164(Introduction to Statistics (with R)); DST234(Introduction to Data Science (and R));
MAT145(Calculus I)
DST490
Data Visualization for Social Justice
4 Semester Credits
66
Advanced statistical programming with R to construct data visualization from datasets involving social justice
implications. Course content will include regular reflection on ethics and vocation in data science with team and
individual applied projects.
Core Curriculum Component: Keystone
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of DST314(Programming for Data Science), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST475(Machine Learning), DST490(Data Visualization for Social Justice); DST234(Introduction to Data
Science (and R))
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
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Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
68
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra),
MAT315(Linear Algebra); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics);
ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
70
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
71
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
4 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
72
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
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Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC295
Topics in Education
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC375
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License for Undergraduate Students
10 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC482
Student Teaching: Additional License or Endorsement
4 Semester Credits
Supervised classroom experience for candidates seeking an initial endorsement, additional endorsement, or additional
license. Required for additional licensure or endorsement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC485
Student Teaching: Initial License for Graduate Students
4 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC502
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
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employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC512
Foundations of Curriculum and Instruction
3 Semester Credits
In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of
curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used
to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated
curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum,
and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group
project that focuses on practicing integrated curriculum through a social action curriculum project.
Core Curriculum Component: None
Prerequisite(s): None
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): None
EDC530
Advanced Technology Integration
3 Semester Credits
Advanced Technology Integration focuses on building learners’ knowledge of technology through developing a techintegrated product of your own design. The course guides you from initial project concept through implementation,
informed by multiple rounds of feedback, resources, and instruction.
Core Curriculum Component: None
Prerequisite(s): None
EDC531
Online Pedagogies
3 Semester Credits
This course provides a theoretical and practical examination of online teaching pedagogies. Students will be exposed to
a variety of learning platforms and discuss meaningful applications of online learning technologies and techniques to be
used across educational settings.
Core Curriculum Component: None
Prerequisite(s): None
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EDC532
Digital Empowerment and Engagement in Education
3 Semester Credits
This course examines the theoretical framework of digital equity, identifies pedagogical approaches, and strategies
instructional solutions that provide equitable access and engagement to all learners. The participants will scrutinize the
structural causes of digital inequality and leverage technology in advocating equity, diversity, and inclusion in education.
Participants will also develop skills and knowledge to promote digital equity through specific instructional strategies.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC534
Paideia Theory, Research, and Practice
3 Semester Credits
This course is offered in conjunction with the Augsburg Paideia Program. Students will participate in seminar discussions
and coaching sessions following the Paideia seminar format as developed by Mortimer Adler and the Paideia Associates.
Students will create a portfolio of work, including preparation for seminars, reflections on the learning that has taken
place, design for three seminar plans to be implemented in their own classroom, and a final essay including citations
from educational research, that constructs a rationale and guidelines for the implementation of Paideia in their
curricular area.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
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Core Curriculum Component: None
Prerequisite(s): None
EDC543
Critical Geography, Culture, and EcoJustice Education
3 Semester Credits
Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological
crisis and its relationship to community and school education. What assumptions about human relationships to the
natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it
mean to envisage ecological understanding?
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
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EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of "who am I as a leader".
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC571
Navigating Change in Education
3 Semester Credits
This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
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The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDC596
Early Career Teacher Seminar
3 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks)), EDC485(Student
Teaching: Initial License for Graduate Stu)
EDC597
BIPOC Educator Seminar
3 Semester Credits
This seminar focuses on retaining teachers of color in K-12 settings. The course explores pertinent issues in the lives of
practicing teachers of color in order to foster a classroom community that empowers us in our shared struggle to
succeed and thrive within our profession.
Core Curriculum Component: None
Prerequisite(s): None
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED314
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
Prerequisite(s): EDC200(Critical Histories and Philosophies of Education)
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EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED335
Multidisciplinary Methods for Elementary Teachers
4 Semester Credits
This is a course designed to integrate music, creative expression, movement, and wellbeing while teaching in K-6
classrooms. As a multidisciplinary course, it focuses on the knowledge and skills teachers need to meaningfully
incorporate music, art, physical education, and health into their classrooms and curriculum.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
3 Semester Credits
Critical examination and preparation of materials and resources for teaching K-6 social studies. Students will engage in
concepts, knowledge and instructional methods and methodologies for decolonizing curriculum and classrooms.
Through an interdisciplinary approach to teaching social studies, students are exposed to critical social and human
science methods for exploring, connecting, teaching and decolonizing concepts such as government, culture, citizen,
economics, geography, history, justice, people and decision-making, for example.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
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2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED425
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
EED495
Topics in Education
3 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED535
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Multidisciplinary Methods for Elementary Teachers
4 Semester Credits
This is a course designed to integrate music, creative expression, movement, and wellbeing while teaching in K-6
classrooms. As a multidisciplinary course, it focuses on the knowledge and skills teachers need to meaningfully
incorporate music, art, physical education, and health into their classrooms and curriculum.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
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4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Critical and Analytical Writing
4 Semester Credits
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This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
This course introduces students to the process of creative writing in various genres, emphasizing creative nonfiction,
poetry, and short fiction. It may also include elements of journaling, playwriting, or screenwriting. Students will read
published work, participate in workshops with their peers, and practice pre-writing, drafting, and revision.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL230
Literatures of Identity, Power, and Resistance
4 Semester Credits
This course explores the representational strategies of authors and artists who engage difference, identity, and the
engendered relationships of power . Although the emphasis is primarily on contemporary texts, the course also
considers those who had to forge autoethnographic engagement with dominant cultural representations of the past.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL240
Foundations of Literary and Cultural Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL265
Readings in British Literature
4 Semester Credits
A selective survey of British poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL275
Readings in American Literature
4 Semester Credits
A selective survey of American poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL285
Readings in International and Cross-Cultural Literature
4 Semester Credits
A selective survey of international and cross cultural fiction, poetry, drama, and criticism. The material will be board
sourced or regionally focused based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL299
Directed Study
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Writing Fiction
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL322
Writing Poetry
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL324
Writing Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
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A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
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the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL340
Advanced Topics in Creative Writing
4 Semester Credits
An advanced topics course covering a variety of creative writing styles and concerns. The topic each term will vary
according to instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL328(Screenwriting)
ENL344
Topics in Professional Writing
4 Semester Credits
Topics may include Business Communication; Leadership Communication; Technical Writing; Grant Writing and
Proposals; Writing in Organizational Settings.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL223(Writing for Business and the Professions),
ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations
of Literary and Cultural Study)
ENL350
African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
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may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
In this course, students will read, discuss, analyze, and write about poems from the early twentieth century through
today. The class covers various poetic schools, movements, and experiments, and emphasizes the ways in which poets
respond to each other, their personal and artistic history, and their current socio-political moment.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL357
The American Novel
4 Semester Credits
Though the focus on this course varies according to each instructor, the class centers on the development of the
American novel and pays particular attention to how writers engage with each other across the centuries. Topics may
include: 19th-century American literature, the novel of the American West, 20th-century literature, or contemporary
experimentation, among others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL359
Radical Ideas in American Literature
4 Semester Credits
Examines the strains of radical thinking in American literature from the puritans to post-modern times. The course
covers a variety of moments in American history, exploring themes and echoes that run across the centuries. Emphasis
varies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL360
The Classical Tradition
4 Semester Credits
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A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Postcolonial Theory and Literature
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL372
Reading the Body
4 Semester Credits
How do writers describe what it's like to inhabit a body? And how do they describe the bodies of others? This course
looks at ways that language can be used to construct ideas about the body and the limits of language as it tries to
grapple with what it means to be embodied. We'll examine how literature about bodies reinforces or challenges ideas
about gender, gender identity, race, sexuality, and ability. The class integrates feminist, queer, and disability theories;
privileges texts by trans and cis women, as well as nonbinary folk; and is cross-listed with Gender, Sexuality and
Women's Studies. Topics may include: queer literature, feminist memoir, women and fiction, reading race, and the body
poetic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL375
Imagining the Future
4 Semester Credits
Readings in this class fall within the genre of speculative fiction: stories that imagine what the future might hold, asking
“what if?” In these unreal settings, authors expose very real oppressions in society. By temporarily transporting
ourselves away from our present moment, readers can actively imagine what better futures might be possible if we
commit to their emergence. Readings in this class will explore both dystopias and utopias, and could include examples of
Afrofuturism, Indigenous Futurisms, Latinx Futurism, Cyberpunk, Magical Realism, Climate Fiction, and more.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
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syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL400
Advanced Topics in Literature and Writing
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4 Semester Credits
This senior seminar serves as a culmination of student learning within the English major, offering opportunities to read,
write, create, and in other ways articulate literary visions and interpretations. Students will practice tenets of literary
theory, aesthetic appreciation, cognitive development, linguistic understanding, and creative expression. Themes and
topics for this course will vary to reflect the expertise and passions of individual faculty members. Each student will
complete a substantial project of their own choosing, assisted in this process by faculty guidance and peer feedback.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL326(Playwriting II), ENL328(Screenwriting), ENL330(Shakespeare), ENL332(British Literature: Renaissance and
Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason
and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama),
ENL339(Modern British and Irish Writers), ENL340(Advanced Topics in Creative Writing), ENL344(Topics in Professional
Writing), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL357(The American Novel), ENL358(Readings in
American Drama), ENL359(Radical Ideas in American Literature), ENL360(The Classical Tradition), ENL361(The Medieval
World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and
Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL372(Reading the Body), ENL375(Imagining
the Future), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and
Theory), ENL394(Composition Theory and Practice), ENL395(Topics), ENL396(Internship in Teaching Writing)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): None
ENL527
101
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): None
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
An intensive community experience in which writing students participate in genre workshops; seminars on fiction,
nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
An intensive community experience in which writing students participate in genre workshops; seminars on fiction,
nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A intensive community experience in which writing students participate in genre workshops; seminars on fiction,
nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
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academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
An intensive community experience in which writing students participate in genre workshops; seminars on fiction,
nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
An intensive community experience in which writing students participate in genre workshops; seminars on fiction,
nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
An intensive community experience in which writing students participate in genre workshops; seminars on fiction,
nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
103
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
104
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL549
Craft Paper: Poetry
2 Semester Credits
105
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required*
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ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
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Core Curriculum Component: None
Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL560
Craft Paper
3 Semester Credits
In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and
produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and
can later be used as the basis for the craft talk that graduating students must deliver during their final residency.
Core Curriculum Component: None
Prerequisite(s): None
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
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Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
110
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV296
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues in the United States or
various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies
courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the
major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
111
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
112
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
ENV490
113
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social
Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
Core Curriculum Component: None
114
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
115
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
116
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
117
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
118
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
119
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
120
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
121
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
122
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
123
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM195
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
124
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM251
Mexican Cinema: Past and Present
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM296
125
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM396
Internship
4 Semester Credits
126
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
127
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
128
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
4 Semester Credits
129
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): FRE212(Intermediate French II)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
130
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations. Continuation in language course sequences requires completion of the prerequisite language class with a
C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations. Continuation in language course sequences requires completion of the prerequisite language class with a
C- or higher.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
131
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
132
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): GER212(Intermediate German II)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
133
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST – General Studies
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
134
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
A Global History of Europe Since 1750
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
Decolonizing Asia and Africa
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
135
A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. Themes include the
legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white
conflict and collusion, the enslavement of African Americans, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty: U.S. History To 1877
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples and their descendants in what became the
United States, up to 1877. Themes include massive ecological and demographic change, Indigenous resistance to
colonization, the enslavement of African Americans, the creation of the United States, industrialization, continental
expansion, reform movements, and the Civil War and its aftermath. The course will also introduce historical thinking and
methods.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the Modern U.S.
4 Semester Credits
A survey of United States history from 1877 to the present. The course will move topically as well as chronologically
through the years in which the United States came to global prominence despite internal dissent and violence. Special
attention will be paid to gender, race, and class and ongoing struggles over the meaning of democracy. The course will
introduce historical thinking and methods.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
136
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
137
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
138
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Making Minnesota: People, Power, and Place
4 Semester Credits
An exploration of the social, political, environmental, cultural, and economic history of Minnesota and the Upper
Midwest.
139
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
140
Prerequisite(s): None
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
141
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
142
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
143
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary
Germans," including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
144
HIS354
Cultures of Empire: A Multinational Britain
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
145
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
146
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of the Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
147
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
148
HIS400
Research Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
149
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HMO – Hmong
HMO111
Beginning Hmong I
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language
course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
HMO112
Beginning Hmong II
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): HMO111(Beginning Hmong I)
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
150
Core Curriculum Component: None
Prerequisite(s): None
HPE150
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle.
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE203
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training)
HPE203L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required*
HPE214
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification.
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
151
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE240
Medical Terminology
2 Semester Credits
This course will introduce students to the terminology used in the medical professional and healthcare fields. Emphasis
in the course is placed on the Greek and Latin building blocks of medical terminology including prefixes, suffixes, and
roots. This course requires significant memorization of medical words that are essential in interpreting medical
terminology related to each of the body systems. Upon completion of this course, students will possess the tools
necessary to communicate effectively in a professional healthcare setting.
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
Core Curriculum Component: None
Prerequisite(s): None
HPE299
152
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE303
Advanced Human Anatomy and Physiology
4 Semester Credits
A detailed investigation into the structures and associated functions of the body. This course will provide a
comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), HPE203(Human Anatomy and Physiology)
HPE303L
Advanced Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE303(Concurrent enrollment in HPE303) *concurrent registration is required*
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
153
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE321
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development.
Core Curriculum Component: None
Prerequisite(s): None
HPE324
K-6 Physical Education Games and Activities
4 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE334
7-12 Sport Skills and Activities
4 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE335
Outdoor Education
2 Semester Credits
154
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training)
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry),
MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE357
Research Methods and Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and
Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
155
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and
Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE370
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. Concurrent registration in HPE370L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education)
HPE370L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE370(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
156
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE404
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE410
157
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE451
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course. Concurrent registration in HPE451L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE451L
Physiology of Exercise Lab
0 Semester Credits
Lab to be taken concurrently with HPE451.
Core Curriculum Component: None
Prerequisite(s): HPE451(Physiology of Exercise) *concurrent registration is required*
HPE452
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
158
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HPE351(Physiology of Exercise), HPE451(Physiology of Exercise); HPE350(Kinesiology)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
159
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
160
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception)
*concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
161
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
162
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Politics of the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
163
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
164
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
165
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
166
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
167
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
168
The Enterprising Musician
2 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for music professionals in all areas of music. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills, and financial
literacy.
Core Curriculum Component: Keystone
Prerequisite(s): MUS214(Music Theory and Aural Skills IV), MUS362(Musical Philosophy)
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Continuation in language course sequences requires
completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
169
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST194
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST294
170
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST485
Capstone: Integrating the Theory and Practice of Responsible Leadership
4 Semester Credits
This seminar is designed to provide a culminating learning experience for Leadership Studies Minor candidates who have
completed all other program requirements. Candidates for program completion will deepen their understanding of
major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of
leadership, and how leadership is manifest in practice. These goals will be accomplished by participation in the seminar
and applied leadership experience. This integration and synthesis of learning will be demonstrated through critical
reading and reflective writing, in-class dialogue, and the development of a leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Program Director), LST205(Introduction to Leadership Studies)
LST495
Topics
171
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT090
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
090 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): None
MAT105
Applied Algebra
4 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of C- or higher advances students to MPG3. Students preparing for
MAT 114 should take MAT 106 instead. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
172
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(DST 164, MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit. Students intending a major in
Business should complete MAT 110 Finite Mathematics, instead.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
173
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation and an introduction to integration. Topics include derivatives, their
interpretations and their applications, and the Fundamental Theorem of Calculus. Concurrent enrollment in MAT145L is
required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); MAT145L(Concurrent registration in
MAT145L) *concurrent registration is required*
MAT145L
Calculus I Lab
0 Semester Credits
Applications of Precalculus and Calculus I concepts and skills to areas such as Biology, Chemistry, Climate/Environmental
Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical
modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric.
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration. Topics include limits, techniques of integration, applications of integrals,
differential equations, sequences, and infinite series. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I), MAT146L(Concurrent registration in MAT146L) *concurrent registration is
required*
MAT146L
Calculus II Lab
0 Semester Credits
Applications of Calculus I-II concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science,
Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of
computational technology, and function representations: verbal, algebraic, graphical, and numeric . Concurrent
enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
174
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed DST164, MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus any
theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT202
Discrete Mathematics for Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Students who have completed MAT302 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT204
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, and algebra with an emphasis on the processes of problem solving, reasoning,
connections, communication, and representation. Designed for prospective K-6 elementary school teachers and Special
Education teachers.
Core Curriculum Component: Natural Sciences and Mathematics
175
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*, EDC502(Critical
Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT205
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary
school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT255
Multivariable Calculus
4 Semester Credits
Concepts of multivariable and vector calculus including functions of several variables, 3D surfaces, partial derivatives,
multiple integrals, vectors and the gradient, parametric representations, polar and other coordinate systems, and vector
calculus. Students who have received transfer credit for MAT 145 are advised to take MAT 146 before MAT 255.
Students intending to take MAT 145, MAT 146, and MAT 255 are encouraged to take the courses in that order.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT302
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT315
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues. Applications, numerical approximations, and the use of vectors and matrices to
store and manipulate data.
Core Curriculum Component: None
Prerequisite(s): 1 of DST234(Introduction to Data Science (and R)), MAT245(Calculus III), MAT255(Multivariable
Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT145(Calculus I)
MAT325
History of Mathematics
4 Semester Credits
176
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT335
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT350
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
MAT360
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT370
Real Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
177
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures); MAT146(Calculus II)
MAT380
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT246(Linear Algebra), MAT315(Linear Algebra)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry),
MAT255(Multivariable Calculus), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra),
MAT325(History of Mathematics), MAT335(Exploring Geometry)
MAT396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT398
Internship
2 Semester Credits
178
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT455
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); MAT146(Calculus II)
MAT465
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
179
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
180
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBA535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
181
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
182
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
Predictive Analytics
3 Semester Credits
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
183
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is
designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in
preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of
leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
184
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
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Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
186
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MPL(Math Placement Group 3);
MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
187
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
188
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for
Business Majors); MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT359
Digital Marketing
4 Semester Credits
Digital marketing is all around us. This course will cover some of the major digital components in marketing campaigns,
including websites, analytics, email, paid search, search engine optimization (SEO), and social media.
Core Curriculum Component: None
189
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising), MKT359(Digital Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
190
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Leadership in the Community
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
191
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML538
Communication Skills for Leadership
3 Semester Credits
This course is designed to provide background in rhetoric as well as contemporary practice in speaking, writing and
presentation skills. Students will perform communicative tasks in a variety of genres and evaluate their own
performance and the performance of others. Students will explore how current societal forces shaping leadership
contexts (the digital age, current globalization, climate change, misinformation trends, the great resignation, systemic
racism/discrimination, and the impact of pandemic) are calling for re-examination of the assumptions that drive
leadership communication. Students will assess their leadership communication capabilities, analyze their leadership
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communication context, explore and practice a comprehensive range of communication skills to achieve an informed,
authentic, intentional leadership communication practice.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
193
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
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Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health
care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations
are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML585
Leadership Capstone: Integrating Theory and Practice
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
195
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
196
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used
toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and
community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a
dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
197
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
198
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its
own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
199
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE311
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. Auditions
are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE312
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE321
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE341
Concert Band
200
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE343
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
201
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
202
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
203
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
204
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
205
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
206
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
207
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
208
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
209
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
210
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
211
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
212
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
213
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
214
4 Semester Credits
E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): None
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
215
4 Semester Credits
In this course, students will engage in active music making and explore a variety of musical practices from within and
outside their own experiences. Students will leave this course knowing how to further their own musical journey—as
creators, consumers, and thinkers—recognizing that music is an ongoing and everyday part of life as a human being.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
216
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
217
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2)
MUS238
218
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
219
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS273
Functional Music Skills
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
220
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS315
Psychology, Culture, and Community in Music
221
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS321
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS322
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS323
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS324
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet.
Core Curriculum Component: None
Prerequisite(s): None
MUS331
Music of the Baroque Era
2 Semester Credits
222
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS336
223
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
224
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
225
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS361
Music and Identity in the Americas
3 Semester Credits
This first course in a two-semester Music History sequence centers popular music styles of the Americas and the
Caribbean exploring their syncretic roots in European harmony, West African percussion, and Black (U.S.) American vocal
and improvisational practices. Historical and contemporary studies will illuminate music’s centrality in building and
expressing group identities (e.g. religion, race, ethnicity, nationality, gender). Students will also gain an appreciation for
the many global cultures that make up the musical life of the Twin Cities through both study and experiential learning.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
MUS362
226
Musical Philosophy
3 Semester Credits
We will critically consider the concept of “art music” through the lens of philosophical and artistic developments in the
West tracking the cultural shift from the Medieval assumption of a God-permeated universe to the influence of
contemporary humanism. We will then challenge the assumptions that underlie Western philosophical thought by
studying Asian musics and their underlying philosophies. In his 2007 “Tractate on Japanese Aesthetics,” Donald Richie
observes that, in the East, there is a sense that “ordered structure contrives, logical exposition falsifies, and linear,
constructed argument eventually limits.” This course challenges the Western understanding of argumentation and
logical construction that forms the basis for the ways in which we (i.e., inheritors of “Western” culture) assimilate and
process information, providing a basis for greater inter-cultural competencies, as revealed through Eastern writings, art,
and music.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
227
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
MUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS413
Advanced Analysis
2 Semester Credits
The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to
understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a
variety of time periods and musical traditions.
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Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS420
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS441
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
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MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS476
Instrumentation and Arranging
2 Semester Credits
This course will introduce students to the various instruments of the orchestra, as well as those from other music
traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write
effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various
ensembles. Some aspects of electronic music arranging will be discussed as well.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
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MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. All other requirements
for graduation must be completed prior to the internship.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
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populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
233
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
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3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
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Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
236
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
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Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
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Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
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MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
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NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS115
Introduction to Game History and Design
4 Semester Credits
This course introduces students to game design and development terminology, principles, tools and techniques.
Students will examine the history and theories of game design and will explore a variety of game genres. Business
principles, legal and ethical issues and technological developments are discussed in relation to the creation of games.
Core Curriculum Component: None
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
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NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS252
Content and Systems Design
4 Semester Credits
If you’ve ever enjoyed the experience of playing a video game, you’ve had a first-hand lesson in how important content
and systems design are. The experience of a game is driven by four major components: content, systems, narrative, and
user experience. This class will help you learn to design all four components, and build a deeper understanding of the
game development process and an introduction to concepts in scripting.
Core Curriculum Component: None
Prerequisite(s): None
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
242
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS352
Unity I: Working With Unity
4 Semester Credits
The Unity engine powers nearly 50% of all games and nearly 75% of mobile games. This course, built in collaboration
with Unity and the IGDA, will introduce you to developing games in Unity. By the end of this course, you'll learn how to
build a fully functioning game within the Unity system, including all key elements.
Core Curriculum Component: None
Prerequisite(s): None
NMS371
Internet Law
4 Semester Credits
Cybercrime. Privacy Breaches. Copyright Infringement. The Internet is chocked full of examples like these where
technology, users, and society have collided in ways that have called for legal or regulatory intervention. Study Internet
governance frameworks and existing laws while exploring the legal principles and regulations that govern the Internet.
Consider the past, present, and future of Internet law as you examine global Internet challenges and key legal conflicts.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
COM180(Introduction to Communication Studies), COM247(Documentary History and Theory), COM254(Interpersonal
Communication), COM260(Environmental Communication), COM280(Introduction to Communication Studies),
COM290(Writing for Strategic Communication), COM295(Topics), FLM124(Monster Movies), FLM180(Film Sight and
Sound), FLM216(Film Production I), FLM229(Screenwriting), FLM230(Scenic Painting: Paint for Stage, Film and Faux
Application), FLM240(Animation), FLM251(Mexican Cinema: Past and Present), FLM260(Documentary Production I),
FLM295(Film Topics), NMS110(Exploring Diversity in Mass Media), NMS220(Foundations of New Media), NMS230(Social
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Media), NMS242(Electronic Literature), NMS260(New Media Production), NMS295(Topics in New Media),
POL121(American Government and Politics), POL122(Social Justice in Urban America), POL158(Introduction to Political
Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS452
Unity II: Advanced Unity
4 Semester Credits
This course is intended to provide students with the skills and knowledge to bring their mastery of the Unity game
engine and C# programming up to a professional standard. Students will learn how to perform a range of vital codebased tasks within the Unity platform, and will grow their skills in building core gameplay functionality, supporting
systems and platform-specific optimizations. This course was built in collaboration with Unity. Upon successful
completion, students will be prepared to sit for the Unity Certified Associate: Programmer exam.
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Core Curriculum Component: None
Prerequisite(s): NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity)
NMS475
Game Design Studio
4 Semester Credits
This course is intended as a culmination of all a student’s work in the Game Design and Development major. Students
will work in groups to build a game in the Unity engine that uses real-time 2D or 3D visuals and showcases their
understanding of the core principles of game design. Students will pitch their game, design, prototype, build and test
their game. Students will be evaluated based on the quality of their game, and their internal project management
processes.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)), CSC272(Unix and C), CSC311(Web
Applications and Databases), NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity), NMS452(Unity II: Advanced Unity)
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
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A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable*
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NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
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Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
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NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
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collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
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Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
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Practicum: The Power of Ritual and Ceremony for Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
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This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
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consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
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Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR715
Practicum: Dismantling White Supremacy Culture
1 Semester Credits
This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and
systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive
patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By
learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one
can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be
incorporated into collective group work to address systemic racism in both personal and professional work spaces.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
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NUR731
Practicum:Dia de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR755P
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Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
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Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR808
Noble Nursing Leadership: Catalyzing Moral Environments and Courageous Cultures within an Ecosystem of Belonging
3 Semester Credits
This course explores the nobility of leadership to use power and influence for pragmatic, workable solutions. As a leader
to the intentional and unintentional violence and oppression in community and society, systems as economies are
critiqued to create an equity economy. Organizations and care systems are viewed as complex adaptive systems where
continuous change and unpredictability affect development and system-wide evolution. Financial accountability in
leadership is examined to build capacity for responsive budget planning with a lens of equity. Contextual leadership of
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being alert and attentive (woke leadership) is examined to navigate systems and be inclusive. Brave leadership is
examined through the characteristics of curiosity, vulnerability, and action to inform a model of daring leadership that
builds trust, collective courage, and authorship of one’s own story and life. Courage in leadership is explored and
strategized as a rebellion for a revolution for authenticity and worthiness. The honorable work of leadership to impact
human and planetary survival is constructed.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
1 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
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Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
2 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic
approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health
promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan
and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
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The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
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language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR833
Advanced Pathophysiology II
2 Semester Credits
This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission
within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease
results from ongoing states of imbalance. This course also integrates competency-based case study applications.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
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Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR843
Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating HEENT and Complementary and
Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning the skill techniques for treating these conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR844
Women's Health Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating Women’s health issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for
treating Women’s health conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
NUR845
Musculoskeletal Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating musculoskeletal issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques
for treating the musculoskeletal conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR846
Dermatology, Suturing and Minor Surgical Procedures Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating dermatology, suturing and minor
surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
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NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR818(Pharmacotherapeutics I
for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and
Wellness Promotion)
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): None
NUR854
Integrative Primary Care of Adults Clinical IV
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3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
Prerequisite(s): None
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR861(Concurrent enrollment in NUR861) *concurrent registration is required*
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II)
NUR892
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Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language
course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
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An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA – Physician Assistant Studies
PA500
Community Health and Evidence-Based Professional Practice 1
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
Core Curriculum Component: None
Prerequisite(s): None
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
5 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA510
Community Health and Evidence-Based Professional Practice 2
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
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Core Curriculum Component: None
Prerequisite(s): PA500(Community Health and Evidence-Based Professional Practice 1)
PA511
History and Physical Exam Skills I
6 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
6 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA520
Community Health and Evidence-Based Professional Practice 3
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
Core Curriculum Component: None
Prerequisite(s): PA510(Community Health and Evidence-Based Professional Practice 2)
PA521
Pharmacotherapy I
4 Semester Credits
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
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4 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA530
Community Health and Evidence-Based Professional Practice 4
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
Core Curriculum Component: None
Prerequisite(s): PA520(Community Health and Evidence-Based Professional Practice 3)
PA531
Clinical Medicine I
9 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
9 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
5 Semester Credits
269
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA545
Clinical Phase Transition
2 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and
verbal communication, professionalism, and interpersonal skill development relating to the application of knowledge.
Students will practice these skills during simulated patient exercises throughout the semester. In-class time will be used
to discuss these experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA546
Clinical Practice Seminar I
3 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
3 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
270
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
271
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
272
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
273
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
274
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
275
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
This course introduces students to various topics in the field of philosophy. Students will explore primary texts and
sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop
their own perspectives on the topic(s) under investigation.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
276
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
277
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
PHY107
278
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent
registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
PHY108L
College Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
279
PHY116L
Introduction to Physics Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
280
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT146(Calculus II) *concurrent registration is acceptable*, MAT255(Multivariable Calculus)
*concurrent registration is acceptable*; PHY121(General Physics I)
PHY122L
General Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III) *concurrent registration is acceptable*, MAT255(Multivariable Calculus)
*concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
281
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT255(Multivariable Calculus); PHY122(General Physics II)
282
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT255(Multivariable Calculus); 1 of CSC165(Introduction to Computer
Programming (Python)), PHY122(General Physics II)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY351
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
283
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling
and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics);
PHY122(General Physics II)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
284
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
285
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
286
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
287
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
288
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
289
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional
Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
290
COM180(Introduction to Communication Studies), COM280(Introduction to Communication Studies), POL121(American
Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
291
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
292
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
293
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
294
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP705
Physiological Psychology
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
295
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
3 Semester Credits
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
296
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
297
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
298
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
299
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
300
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
301
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
302
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
303
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP859
Clinical Research Project Extension
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents an optional extension credit for students who were not able to complete their CRP on the typical timeline,
through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working
closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their
chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful
CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and
research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP855(Clinical Research Project 5)
PRP880
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
304
Core Curriculum Component: None
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP890
Predoctoral Internship
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PRP891
Predoctoral Internship Supplement
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PSY – Psychology
PSY100
305
Topics in Psychology
4 Semester Credits
A topics-based psychology course for non-majors interested in applying psychological principles and methods to
understand and analyze real-world events.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY205
Global Perspectives in Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
306
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
307
PSY255
Cognitive Development
4 Semester Credits
This course focuses on the processes by which children come to acquire, recall, and use knowledge. Emphasis will be on
theories of development, current scientific and applied research in developmental psychology, as well as methodological
approaches to studying children’s abilities. Topics include the development of knowledge of objects and people,
symbolic thought, problem solving, reasoning, attention, and memory.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Psychopathology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
308
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY275
Cultural Psychology
4 Semester Credits
This course will provide a comprehensive introduction to how culture and diversity shape psychological processes. We
will survey a broad range of topics in cultural psychology, emphasizing psychological theories and methods that shed
light on how culture influences psychological experiences and social behavior. Topics include cultural contributions to
emotion, cognition, development, social and intergroup relationships, power and oppression, identity and the self,
personality, migration and acculturation, morality, and mental health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial and Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY292
Topics in Mental Health
2 Semester Credits
Discuss current topics in mental health from biological, psychological, social, and scientific perspectives. Specific topic
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
309
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
310
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
311
Counseling and Psychotherapy Theories
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
312
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
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Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC310
Topics in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of
genre, musical theater writing, social justice theater, various play structures, and related topics.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC320
Writing for Television
4 Semester Credits
An online television writing workshop taught from the perspective of a professional writer affiliated with the
Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot
creation, as well as professional development and issues in the field.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC330
Writing for Digital Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PWC510
Topics in Writing for Screen and Stage
3 Semester Credits
An online graduate-level writing workshop taught by a professional writer affiliated with the Playwrights’ Center.
Students learn about specific rotating topics in the fields of theater, television, film, or digital media by completing a
major writing project for screen or stage and contributing to an active writing community. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
315
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN209
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
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RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN216
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN222
Religion and Popular Culture
4 Semester Credits
This course will examine the intersection of religion(s) and popular culture. In particular, we will ask two major questions
as we read, watch, listen to, and discuss the materials for this course. First, what do we mean by the term religion?
Second, how does religion shape popular culture, and vice versa? *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN230
Self, Sex and Sin: Human Person in Christian and Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
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Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN240
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN243
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN248
Interfaith Eating and Ethics
4 Semester Credits
Food is central to human experiences, connecting people across the table and across the globe. It serves as a core
component of religious and spiritual traditions, from sacred meals to dietary laws to feasting and festivals. The course
will examine these connections as well as the way that different religions think about food justice and environmental
sustainability. The course incorporates a weekly food lab which involves cooking recipes from varied religious and
spiritual traditions.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN251
The Bible and Its Afterlives
4 Semester Credits
318
In this course students take a deep dive into the history, literature, and traditions of the ancient Israelites, Jews, and
earliest Christians. Students will learn a variety of interpretive techniques to analyze genres, engage with relevant
archaeology, and explore the historical context of the ancient biblical writers. The course will also explore the reception
of Jewish and Christian scriptures at different times throughout history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN256
Creation and Destruction in the Bible and Beyond
4 Semester Credits
This course will take as its base the stories of the creation of humanity and the flood narrative as found in the biblical
book of Genesis. After examining comparative Ancient Near Eastern narratives, we will explore how these Genesis
narratives have been interpreted by Jews, Christians, and Muslims before looking at how creation and flood stories are
portrayed in contemporary secular media.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN257
Apocalypse Now and Then
4 Semester Credits
This course will explore the origins of apocalypse, based in ancient Jewish and early Christian ideas of the end of the
world and on hopes of a world to come. Building a strong foundation through an examination of apocalyptic texts from
the Bible to the Dead Sea Scrolls, our investigation will continue into later periods, covering a variety of topics including
apocalypticism in Islam and other religions, apocalyptic groups in America, climate change, popular culture, and the
Covid-19 pandemic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN261
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
319
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN275
Judaism
4 Semester Credits
In this course students will be introduced to Judaism, a dynamic religious tradition that has developed many forms
during a more than 3000-year history that has spanned nearly the entire globe. In an effort to understand the ways in
which Jews have lived their lives, students will explore how Jewish self-identity, textual traditions, history, and religious
practices combine to define “Jew” and “Judaism” from its inception until today.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN278
Asian Philosophies of Life, Death, and In-Between
4 Semester Credits
Received knowledge about a phenomenon is often the knowledge of one group, culture, or geographic space. Studying
the same phenomenon from different perspectives allows us to see its complexity. For example, most Asian languages
historically have not had a word for religion. Instead, we find words corresponding to appropriate ways of living and
perceiving the human and the divine worlds. Asian philosophical systems not only include debates on the topics of life,
death, afterlife, existence of God and soul, and ideal ways of living, but also challenge popular notions of religion and
philosophy. Through primary source readings, visual materials, and reflection activities, students will encounter the
diversity of thought in Asia. Students will gain religious literacy on worldviews originating in Asia while reflecting on their
perceptions of life.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
320
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central element of this course will be a research project that studies the
methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and
shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN300
Religion and Vocation in the Public Sphere
4 Semester Credits
This course will provide an introduction to the way religious and/or humanist commitments shape individuals and
communities, and help them understand who they are and how they live in relation to the world around them. It will use
the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these
commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism,
Christianity, Islam, Hinduism, and Buddhism.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status)
RLN301
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN302
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
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RLN303
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN304
Contextual Learning in Ministry
3 Semester Credits
This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year
pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a
week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304
each semester during their second and third year. Their responsibilities in their contextual learning sites will change
each semester, therefore their reflection and subsequent learning will also change each semester.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Approved internship registration form)
RLN319
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN330
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN333
Environmental Theology and Ethics
4 Semester Credits
322
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN336
Latin American Liberation Theologies and Social Change
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN340
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN342
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
323
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN366
Sex, Gender, and the Bible
4 Semester Credits
There has been no piece of literature more influential on Western and colonial understandings of sex, gender, and
sexuality than the Bible. Students in this course will examine sex and gender in the biblical text and then engage with
interpretations that discuss and challenge traditional readings of scripture. Topics will include gender roles, queer
identities and readings, sexual violence, and rape culture, among others.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN374
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
324
This course examines the changing role of religion in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN380
Theology and Political Resistance
4 Semester Credits
This theology and political resistance topics course explores the lives, theologies, faith commitments, and activism of
various figures throughout history and the world who have been compelled by those commitments to fight for justice
and/or freedom. In some terms, a single figure will be highlighted, examples include Dietrich Bonhoeffer, Martin Luther
King, Jr., Malcolm X, Dorothy Day, Mahatma Gandhi, Oscar Romero, or Thich Nhat Hanh. Contemporary issues and
political life will inform course discussions and projects.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined
with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN392
Religion and Trauma
4 Semester Credits
Many of the central teachings of Christianity and Judaism are being challenged by religious scholars and leaders who
work with survivors of trauma. For example, the claim that people of faith must forgive an individual who has injured
them can be harmful for those who have experienced trauma. This course explores different forms of trauma, such as
intergenerational, racial, and religious, for example. By engaging materials from Christianity and Judaism related to
trauma, and by learning some of the basics of trauma studies, students deepen their understanding of trauma and its
connection to religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN399
Internship
4 Semester Credits
325
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN402
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
326
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN409
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
327
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN441
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
SCI – Science
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
328
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week.
Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
329
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour
of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
330
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
331
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Love, Intimacy, and Sexuality
4 Semester Credits
Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what
happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional
intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and
sexual identities?
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
332
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology)
SOC362
333
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Sociology)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
334
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC390
Intersections of Race and Immigration
4 Semester Credits
Often the source of what sociologists call a "moral panic," immigration has produced cultural, economic, and political
tension and conflict not only in the U.S. but throughout the world, particularly when those immigrating are "not like us."
Structured as part seminar and part research practicum, this course pursues a critical examination of immigration in the
United States—both past and present—and its intimate connections with race and ethnic identity.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
335
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Sociology)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
336
Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Sociology)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world. Continuation in language course sequences requires completion of the
prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world. Continuation in language course sequences requires completion of the
prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA114
Spanish for Ministry I
4 Semester Credits
If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive
Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to
church and public theology settings, such as migrant ministries.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
337
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
338
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
339
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
340
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
341
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
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SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with
Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to
Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education
Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
344
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC375(Learners with Dis/abilities), EDC410(Learners with Special Needs), EDC544(Learners with
Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to
Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
346
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
347
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
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Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
349
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
350
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): None
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field
Work 1: Integrative Seminar)
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
351
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
352
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
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Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK518
Foundation of Addictions
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
354
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
355
SWK615
Diversity and Inequality 1
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of
origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social
inequality is an overarching phenomenon related to diversity, with individual manifestations within different social
identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and,
Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro,
mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of
origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: Social
inequality is an overarching phenomenon related to diversity, with individual manifestations within different social
identity categories; Social injustice occurs and is present at individual, institutional, and societal/structural levels; and,
Professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro,
mezzo, and macro levels. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
356
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
Multicultural Policy Practice
3 Semester Credits
In this course, students learn how social policies affect the delivery of social work services. This course examines
concepts and frameworks for analyzing policy. The course addresses the role of economics, demographics, politics,
values, power and other relevant factors on policy design and implementation. The course emphasizes the analysis of
selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care,
families, and tax policy including tax expenditures. Students learn to analyze, formulate, and change agency and social
policies in relation to current events. Students explore the impact of institutional discrimination and oppression such as
racism in the policy making process. Students learn policy advocacy, and community mobilization with stakeholders to
influence policy development and implementation.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
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development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
358
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool
at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
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This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
360
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
362
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
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THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP152
Theater Practicum: Costume Running Crew
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
364
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
365
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
366
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes
lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
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THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques,
and fabric types, as well as introductory techniques in stage makeup application and design.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
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from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR294
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
369
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
Advanced Acting
370
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to
the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR367
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
371
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
TRI- TRIO/Student Support Services
TRI101
Navigating the Hidden Curriculum of Higher Education
2 Semester Credits
This course supports TRIO/SSS students making the transition from high school to the University, supplementing a corequisite course with academic skills instruction targeted to the companion course requirements. This course will also
explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This
course empowers students to effectively navigate the university experience and to develop the confidence and tools to
be successful.
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
372
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
373
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
374
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
375
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
376
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
377
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL170
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
378
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
379
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
380
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
381
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies and Social Change
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
382
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
383
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
384
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Introduction
Graduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Seme... Show more
Introduction
Graduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2023–Summer Semester 2024. It is subject to change without
notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2023
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of
a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative
writing, education, leadership, music therapy, nursing, physician assistant studies, social work, and clinical psychology are
distinguished by the opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiatives, and environmental sustainability.
At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President
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Welcome from the Provost and Senior Vice President of Academic and Student Affairs
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed
by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning;
develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and
equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity
and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our
locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the
classroom to the neighborhood, to the local community, and in various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus—the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Paula O’Loughlin
Provost and Senior Vice President of Academic and Student Affairs
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About Augsburg University
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing
civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Our programs also look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. A Rochester, Minnesota, location was added in 1998. A short history of Augsburg
University can be found at augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed:
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Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
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Master of Arts in Education
Master of Arts in Teaching
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner)
Doctor of Psychology in Clinical Psychology
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Augsburg offers the following dual degrees:
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Bachelor of Arts in Accounting and Master of Arts in Leadership
Master of Arts in Leadership and Master of Business Administration
Master of Social Work and Master of Business Administration
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of fellow students with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all university facilities—whether in Minneapolis,
Rochester, or one of Augsburg’s international locations—and to participate in university activities such as music and
dramatic presentations and lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
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Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the university’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown
Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior
technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule, with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
International Locations
Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take
courses, or consult with faculty in those locations to gain new perspectives on their disciplines.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama,
and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs
and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and
mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services,
Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of
the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed
in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies,
Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information
Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Accessible Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker Room,
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the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium
purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104
one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety, and a lounge
area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative
Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs
Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American
Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge,
study, and utility areas.
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Accreditation, Approvals, and Memberships
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States.
HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure
the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited
or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Accredits physician assistant programs
in the United States
MS Physician Assistant
Studies
American Music Therapy Association (AMTA)
Advances the music therapy profession
and approves music therapy degree
programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional organization
Doctor of Psychology
for psychology in the United States,
accrediting doctoral programs in clinical,
counseling, and school psychology
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Commission on Collegiate Nursing Education
(CCNE)
National accreditor for baccalaureate,
graduate, and residency/fellowship
programs in nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
National Association of Schools of Music
(NASM)
National accreditor for undergraduate,
graduate, and other credentials for
music and music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota that
prepare candidates for teacher
licensure
BA/BS Elementary
Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is an institutional member of:
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality evidence-based
preparation of educators who are ready to teach all learners
American Association of Higher
Education (AAHE)
Dedicated to the advancement of higher education
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Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes student
exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and universities
in the United States and Canada
Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
National Council of Schools of
Professional Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education
Association (PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
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Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and
ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious
belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy,
citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local
human rights commission, or any other legally protected status in its education programs and activities, employment
policies and practices, or any other areas of the university, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg University is committed to providing
reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January
2021)
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by
institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has Deputy Officers:
Deputy Officer for Students:
Mike Grewe| Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Discrimination and Bias Reporting
Augsburg University strives to create a welcoming and inclusive environment for all students, staff, faculty, and guests.
However, like any community, there are times when inappropriate, hurtful, and/or harmful incidents take place. Please
let us know if you, someone you know, or a group within our campus community, has experienced discrimination, bias,
and/or hostility.
Full details of Augsburg’s Discrimination and Bias Policy and related reporting process can be found in the Augsburg
Student Guide.
For more information, contact:
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Joanne K. Reeck
Vice President for Equity and Inclusion | ADA/504 Compliance Officer
612-330-1126 | reeck@augsburg.edu
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding
their education records. Each year Augsburg University is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very
carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
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The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the terms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility
prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of
study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional
licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to
additional coursework and training, supervised clinical experiences, and successful passage of state or national exams.
Other licensure requirements may include background checks, years of work experience, fingerprinting requirements,
etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg
University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers
through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office.
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Student Rights
The university has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email account. If a student, faculty or staff
member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the
forwarded email account. Students will also receive official notices via the A-Mail online publication and should routinely
review the A-Mail.
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Admission
All graduate programs require students to hold a bachelor’s degree. Augsburg recognizes degrees from colleges and
universities accredited by institutional accrediting agencies historically known as regional accreditors. Equivalent degrees
from outside the US are also accepted.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. An admissions representative is
available to assist interested applicants complete any portion of their application. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the university and register for classes is the Friday prior to the start of
the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
university must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding the readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the university’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
Some graduate programs have additional requirements beyond those listed here.
A bachelor’s degree is the minimum requirement for admission. Students who have earned a bachelor’s degree outside
of the United States may need to submit a copy of a foreign credential evaluation from World Education Services (WES),
a member of the National Association of Credential Evaluators (NACES), or an equivalent service that performs a foreign
credit evaluation in order to confirm it is equivalent to a United States bachelor’s degree or greater.
To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from
the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application
requirements.
Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through
Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree
seeking student toward an Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application and official transcript from the bachelor’s degree granting institution, and any additional materials required
by the program.
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International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
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If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To fulfill Augsburg University’s Graduate Applicant English Language Proficiency Requirement, all applicants must provide
evidence of a sufficient command of both written and spoken English. Non-native English language speakers may be
exempt from this requirement and request a waiver based on the successful demonstration of one of the following
(applicants may be asked to provide official documentation):
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Completion of a previous undergraduate or graduate degree at a college or university within the United States.
Completion of a previous undergraduate or graduate degree at an English-speaking college or university in any
country where English is the sole or dominant language.
Completion of one academic year of transferable college level English courses (e.g.: English 101 and English 102)
at a college or university within the United States, with equivalent grades of a B or higher.
Outside of the waiverable exemptions listed above, prospective international graduate students may demonstrate
English language proficiency through one of the following:
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Test of English as a Foreign Language (TOEFL)
o Minimum score of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the
speaking sections. (The Augsburg University TOEFL code is 6014.)
o Score of 8.5 or better on the TOEFL Essentials exam.
International English Language Testing System (IELTS)
o Score report of 6.5.
Duolingo English Exam
o Score of 105.
Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed
within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here.
Foreign Credential Evaluation (including transcripts from all institutions outside of the United States)
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This
evaluation should include the following:
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Analysis of credentials to determine if the degree is equivalent to a US bachelor’s degree
Verification that the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
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Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
Augsburg may waive the foreign credential evaluation if an official transcript provides sufficient information to determine
credit and degree equivalency. This includes but is not limited to students who have earned a Master's level degree or
higher in the United States and those who have completed coursework as part of a study abroad experience.
Non-degree seeking students may submit an unofficial transcript as part of their non-degree application. However,
depending on the course of study, Augsburg may request an official transcript and foreign credential evaluation.
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance (F-1 Applicants Only)
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time.
Exceptions exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details.
Tuition and Fees
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Doctor of Nursing Practice (DNP)
Doctor of Psychology (PSYD)
Master of Arts in Nursing (MAN)
Master’s-level Education (MAE/MAT)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$1,015 per 1.0 credit
$1,220 per 1.0 credit + $40 per term program fee
$813 per 1.0 credit
$562 per 1.0 credit
$814 per 1.0 credit
$755 per 1.0 credit
$758 per 1.0 credit
$642 per 1.0 credit
$934 per 1.0 credit
$922 per 1.0 credit (effective Summer 2023-Spring 2024)
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
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Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A
receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail
may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The university cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at
augsburg.edu/studentfinancial/financial-aid/graduate-financial-aid/.
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
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Federal Unsubsidized Direct Student Loan
Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized
(added to the balance of the loan).
Federal Graduate Loan Program (PLUS)
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Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at augsburg.edu/studentfinancial.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
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Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per program).
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic
achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office
determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A to D-, or P. Credits earned and completed will include accepted transfer credits.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat courses are not counted towards the cumulative attempted credits.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for
one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students
currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid
Suspension.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial
Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any
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form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid.
Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will
be canceled, and returned to the appropriate program(s).
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP
Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the
student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided
by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be placed on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for
one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude. Students
currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on Financial Aid
Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full
is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
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Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third parties
who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone
or other wireless device, you are expressly consenting to receive communications – including but not limited to
prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system –
from us and our affiliates and agents at that number. This express consent applies to each such telephone number that
you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur
access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees
of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and
expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the
Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this
agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in
the case of student loan funds administered by the university (Federal Perkins Student Loan), are current according to
established repayment schedules and the loan entrance and exit interviews have been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed.
If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial
aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of
attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial
aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are
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extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available
online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The
student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but
is not limited to, statements from each instructor that the student never attended, or documentation of attendance for
the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will
be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of
registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W”
grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return
to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a
student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the
‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has
passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your
courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
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A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds
offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require
student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a
student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates)
may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes
made from the first week of the term through midterm may require a return of financial aid funds. Students who drop
courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be
available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an email when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
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A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA).
Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile
court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving
Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
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The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in
the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and
can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to
work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts
of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The
circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
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Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its
field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s
commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse
backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may
include:
●
●
●
●
●
Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or
administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and
services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
Examples of ISSS responsibilities include:
●
●
●
●
Advising students in all areas related to F and J immigration regulations
Advocating on policy matters affecting international students
Advising the International Student Organization
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The university and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary for the functioning of the
Augsburg University community. Academic dishonesty destroys the trust necessary to the functioning of this community
and is, therefore, abhorred and prohibited.
In its 1990 "Statement on Plagiarism," The American Association of University Professors (AAUP) Committee B on
Professional Ethics notes that one form of academic dishonesty, plagiarism, "is theft of a special kind [in which] a fraud is
committed upon the audience that believes those ideas and words originated with the deceiver. Plagiarism is not limited
to the academic community but has perhaps its most pernicious effect in that setting. It is the antithesis of the honest
labor that characterizes true scholarship and without which mutual trust and respect among scholars is impossible."
It is, of course, necessary that academic dishonesty be defined so that all concerned will know their responsibilities. The
following guidelines are intended to help define academic honesty policies and describe the process involved in assuring
adherence to these policies.
These policies and definitions are included in the Augsburg University Student Guide and the Augsburg University Faculty
Handbook. Faculty members are encouraged to call attention to the policy in their syllabi and introductions to their
courses and to note in their syllabi any specific concerns, additions, or penalties particular to their courses. Nevertheless,
it remains the responsibility of students to have read and understood these definitions and policies. Students who do not
understand these definitions and policies should seek assistance from their professors, Office of the Provost, Academic
Deans, or Dean of Students.
Definitions
1. Plagiarism. Plagiarism is probably the most common and obvious form of academic dishonesty. Plagiarism is
defined in the Student’s Book of College English by Skwire and Chitwood (Encino California: Glencoe Publishing
Co., 1975) as follows:
Plagiarism is the use of facts, opinions, and language taken from another writer without acknowledgment. In its
most sordid form, plagiarism is outright theft or cheating; a person has another person write the paper or simply
steals a magazine article or section of a book and pretends to have produced a piece of original [work]. Far more
common is plagiarism in dribs and drabs; a sentence here and there, a paragraph here and there. Unfortunately,
small-time theft is still theft, and small-time plagiarism is still plagiarism. For your own safety and self-respect,
remember the following rules - not guidelines, rules:
a. The language in your paper [or oral presentation] must either be your own or a direct quote from the
original author or source. If a direct quote, the original author or source must be properly cited.
b. Changing a few words or phrases from another writer's work is not enough to make the writing “your
own.” (See “a” above.) The writing is either your own or the other person's; there are no in-betweens.
29
c. Footnotes or citations acknowledge that the fact or opinion expressed comes from another source. If the
language comes from another source, quotation marks are necessary in addition to a footnote or
citation. Other methods of indicating use of a direct quotation such as indentation are acceptable if they
are commonly recognized.
d. A writer may not avoid a charge of plagiarism simply because the work from which material has been
used is included in a citation somewhere in the writing. Each occurrence of the use of another person's
work must be cited.
2. Other Forms of Academic Dishonesty. Other forms of academic dishonesty include the following:
a. Using external assistance in the completion of course assignments and examinations unless such
assistance has been specifically authorized by the instructor. Such activities as the use of "cheat sheets,"
looking at another student's answers during a test, and using unapproved resources are forbidden.
Assistance requiring instructor authorization might include but is not limited to use of technology (e.g., a
calculator, phone, the internet, forms of artificial intelligence), use of books or notes during an
examination, using professionally prepared materials, or having another person make specific
suggestions for changes and corrections on an assignment. It is, for example, acceptable for a reader to
suggest that a paragraph is unclear or needs more detail; it is unacceptable to offer specific rewording or
details for inclusion. Use of official University tutors or the Writing Lab for assistance is not ruled out by
this section unless specifically forbidden by the instructor.
b. Handing in material for course assignments that has been, in large part, used to meet requirements in
other courses without gaining previous permission of the instructor.
c. Presenting as one's own work what has been done wholly or in part by another person or a professional
service without gaining the previous permission of the instructor. This prohibition includes but is not
limited to allowing another person to conduct research or select written materials that will be used to
complete an assignment, using a paper or assignment prepared by another student as an assignment in
a previous course, using papers prepared by other individuals ( found on the internet or elsewhere) or
generated through the use of artificial intelligence that may be submitted in whole or in part or used as
the basis of a rewritten paper.
d. Failing to acknowledge that work has been done collaboratively. It is dishonest to work with another
student or several students on a single project that will be multiplied and turned in separately as if it
were the work of each individual alone.
e. All collaborators on a project must be explicitly identified. This prohibition is not intended to discourage
appropriate collaborative work but to emphasize that collaboration must be acknowledged.
f.
Fabricating research in the completion of assignments. This prohibition includes but is not limited to
entirely or partially fabricating scientific research results or inventing information or citations for use in
completing assignments.
g. Interfering with the work of another student. It constitutes academic dishonesty to hinder the work of
another student by stealing, destroying, changing, or otherwise interfering with that student's
accomplishment of academic assignments. This prohibition involves but is not limited to such things as
stealing or mutilating library materials or other academic resources.
h. Knowingly assisting another student to engage in academic dishonesty constitutes itself a form of
academic dishonesty. Assisting in academic dishonesty includes but is not limited to such things as
permitting another student to complete an assignment where such assistance is not authorized by the
instructor, giving another access to a completed assignment which that student will submit as her or his
own work, allowing another student to copy during an examination, or offering information to another
during an examination.
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Sanctions and Procedures
1. At the beginning of each course, professors will spend some class time explaining any areas of the Augsburg
University Academic Honesty Policy which have particular relevance to a specific application in the course, or the
policy will be detailed in the syllabus. It is assumed that students know and understand the Academic Honesty
Policy. If you have questions, it is your responsibility to get information from the faculty member. Professors may
or may not have you sign a statement acknowledging your understanding of the statement at one or more times
during the term. The statement reads:
I have read and understand the policies of Augsburg University regarding academic honesty. I understand how
they apply to this course, and I pledge myself to abide by the policies and work to create an atmosphere of
academic integrity on the campus.
2. A faculty member who makes a determination of academic dishonesty will meet privately with the student
involved to discuss the charge and the penalty. This meeting is intended to give the student the opportunity to
understand the reason for the determination and to learn from the experience. It is also intended to give the
professor the opportunity to gain information that may be useful in understanding the student's behavior and in
deciding upon the penalty. In the event that such behavior occurs after the completion of classes (e.g., a term
paper handed in near the end of classes), the professor may notify the student in writing.
3. Even the first occurrence of academic dishonesty by a student may result in a severe penalty. The definitions
above rather than any consideration of the student's intentions will be the determining factor in a judgment of
academic dishonesty. Intention may be considered in determining the penalty.
4. Penalties imposed by the professor may include a "zero" or failing grade on the assignment or examination which
involved the dishonesty, other academic penalties as outlined in the syllabus for the course or other statement of
policies distributed by the professor, forced withdrawal from the course, or failure in the course.
5. Faculty members have a responsibility to inform the Provost’s Office in writing of a determination of academic
dishonesty. This report will include the name of the student involved; a brief description of the event, including
supporting documentation, such as a research paper with plagiarized passages; and a description of the penalty.
This material will be kept on file in the Provost's Office under the student's name and the appropriate Academic
Dean will be notified. It will not become part of a student's regular academic record and will not be released to
anyone off campus.
6. If it has been determined that a student has violated the Academic Honesty Policy, the student may not drop or
withdraw from the course. If a student drops or withdraws from a course before an academic honesty decision
has been adjudicated, the course will be reinstated to allow for the decided disciplinary action to take place.
7. A single serious infringement of academic honesty or recurrent incidents of dishonesty may result in temporary
or permanent dismissal from the University or withholding of the degree. Permanent dismissal may be notated
on the student's transcript. Students may be asked to meet with the faculty member(s) involved, Dean of
Students, Academic Dean, and/or Associate Provost to provide additional information about the incident. If a
student fails to attend this meeting, a decision on penalties will be made without the student’s input. Such
penalties will be determined by the Academic Dean and the Dean of Students.
Appeals
A student who thinks that a determination of academic dishonesty has been made incorrectly or that a penalty has been
too severe may appeal the decision or the penalty. Ordinarily, the student will appeal first to the chair of the department
in which the course is taught (or with the Division Chair if the Department Chair is also the instructor). If the issue is not
resolved, the student may appeal to the appropriate Academic Dean by completing the General Student Concerns Form .
Decisions made by the Academic Dean will be considered final.
31
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
BC+
C
CD+
D
DF / FN
P
N
Grade Points
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
0.00
0.00
Description
Failure
Pass*
No Pass
*The letter equivalent of a P grade is a B / 3.0 or higher for graduate courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve
at least a grade of B.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office
that states the reasons for the request, outlines the work required to complete the course, and includes the course
instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to course
completion; however, students may not attend the same course (or a portion of the same course) in a following term
with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the
work by the instructor and the filing of a grade before the final day of the following academic term (including summer) in
the student’s program. If the work is not completed by the specified date of the following academic term, the grade for
the course becomes an F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X
extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
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maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but
do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a
course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
33
Final Grade Appeal Procedure
Students are entitled to full and clear explanations of their grades. The instructor of each course has authority over all
academic matters pertaining to that course, including (but not limited to) establishing requirements, assigning grades,
and communicating the reasons for those grades to the student.
A student who believes that a final course grade is incorrect or has been inappropriately influenced by nonacademic
factors has the right to appeal that course grade. Ordinarily, the student will appeal first to the instructor; then, if the
grievance is not resolved, to the chair of the department in which the course is taught. If a student does not feel
comfortable approaching the faculty member directly, they may discuss their concerns and potential interest in
appealing with the chair of the department (or with the Division Chair if they are uncomfortable with the Department
Chair). If the grievance is not resolved, the student may appeal to the appropriate academic dean through the formal
appeal process. To the extent possible, grade appeals should adhere to the timelines and steps detailed in the
procedures below.
Augsburg University is committed to addressing concerns about student grades fairly and without significant delay.
Whenever possible, we hope that grade appeals can be resolved informally. As such, the informal appeal should be
completed before moving to a formal appeal.
Step 1: Informal Grade Appeal / Initial Consultation with Faculty Member
The student should send an email to the instructor requesting an explanation of the grade within 5 business days of the
posting deadline or the grade being posted (whichever is later). In submitting this request, the student should be as
specific as possible about why the final grade is being questioned (e.g., inquiries about grades on specific assignments).
The instructor should be prepared to discuss and show records relating to the disputed grade to both the course
assignment(s) and grading scale as defined in the course syllabus. This disclosure should not include information
pertaining to grades of other students in the course, unless it is done so in a way that other students cannot be identified
(e.g., reporting in the aggregate). Under normal circumstances, the faculty member is expected to respond to student
requests for information within 5 business days of receiving the request.
If, after receiving the information, the student thinks that a complete or satisfactory explanation has not been provided,
the student may gather information to support their grade appeal and, within 5 business days after the start of the
following term (including summer terms), communicate with the instructor their specific concerns about the grade that
has been submitted. If the instructor is not available to discuss the appeal, the student should contact the chair of the
instructor’s department.
The instructor determines if a grade change is warranted and will notify the student of the decision. If it is determined
that a grade change is warranted, the instructor will submit the change, and explanation for the change, to the
Registrar’s Office. It is expected that a decision will be made within 10 business days of the instructor receiving the grade
appeal from the student.
If the instructor determines that a grade change is not warranted or files a grade change that the student does not
believe is appropriate, the student should consult with the chair of the department in which the course is offered. This
should occur within 5 business days following the instructor’s notification of their decision to the student. If the
instructor is the department chair, the student should contact the appropriate division chair. In the rare circumstance
where the instructor is also the department chair and division chair, the student should move directly to the formal
grade appeal process.
The department chair (or division chair), in consultation with the student and instructor (if available) will determine if a
grade change is warranted. If so, the department chair will submit a grade change, and explanation for the change, to the
Registrar’s Office. If the division chair is hearing the appeal and determines that a change is warranted they will submit a
recommendation and rationale to the dean. The dean will then submit a grade change and explanation to the Registrar’s
Office.
If the student is not satisfied with the resolution of the appeal, they can move to the formal grade appeal.
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Step 2: Formal Grade Appeal / Consultation with Dean
Within 5 business days of completing the informal appeal process, the student should complete the Formal Grade Appeal
Form and submit it to the Assistant Provost and Vice President of Student Experience and Success (Office of Academic
Affairs). The Form will be forwarded to the appropriate dean for consideration. The formal grade appeal should clearly
detail the appeal, include a summary of the informal appeal process, and include materials/documentation to support
the appeal.
After reviewing the formal grade appeal, the dean may seek additional information by communicating with the student,
instructor, and/or department/division chair.
The dean will then determine if a change is warranted. If the dean determines that a change is warranted, they will notify
the instructor and submit the grade change to the Registrar’s Office along with an explanation for the change. Typically,
the dean will only change a grade to P, NP, or W. If the dean determines that a change is not warranted they may end the
appeal process.
It is expected that the formal grade appeal process will conclude within 15 business days.
Other processes exist for petitioning for retroactive or late withdrawals and petitioning to change a traditional grading
option to a P/NP. In addition, when personal matters such as illness or family emergencies interfere with a student’s
ability to complete a course, the student may file a request for an incomplete. These processes are managed by the
Registrar and the Student Standing Committee. Student/Faculty grievances that do not specifically pertain to a final
grade should be pursued through the Discrimination and Bias Incident Reporting Process. Additional University policies
and procedures that do not fall within the scope of this appeal procedure are the Sexual Misconduct Policy, the
Standards of Conduct Accountability Process, and the Student Standing Committee.
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of an emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the university and program. Students who are readmitted may need to complete additional coursework
35
and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
Students may withdraw from the university, and thus from the Continuation Program and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the university and
program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and
fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous
W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer
semester which follows the same format as both fall and spring semester.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
●
●
●
Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the
PsyD student manual for the Academic Warning and Reasons for Dismissal Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
university.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the university’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each
error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean
of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the
department’s written notification of dismissal.
The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program
must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
36
received by the Dean of Professional Studies’ office. The Dean of Professional Studies will send a copy of the program’s
response to the student.
The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Clinical Psychology, Creative Writing, Education, Leadership, Music Therapy, Nursing, Physician
Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business
days of receipt of the program’s statement of response. The Committee will meet with the student and a program
representative to review the procedures and ask questions of both the student and the program representative. The
student and program representative may each bring a third party to the review meeting (limited to an Augsburg
University faculty member, staff member, or student). The role of the third party representative is to provide support to
the student or the program representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director in
order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after the 10th day of the third semester, the student’s file will be deactivated and the student
will need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous
coursework, including but not limited to an official transcript, course description, and syllabus. Augsburg considers credit
from colleges and universities accredited by institutional accrediting agencies historically known as regional accreditors.
Courses must have been taken at the graduate level and course content must be comparable to program requirements at
Augsburg.
The maximum number of semester credits that can be transferred is:
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Master of Arts in Education (6)
Master of Arts in Teaching (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
37
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Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Doctor of Psychology (30)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of
credits that would have been earned had the equivalent course(s) been completed at Augsburg.
Transferred coursework with Augsburg equivalents is captured on the Transfer Evaluation and the degree audit, both of
which are accessed from Records and Registration. Courses and credits that are accepted in transfer are recorded on the
student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not
included in the student’s cumulative grade point average.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated
party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an
encrypted electronic method (adapted from AACRAO, 2018).
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
Graduation
Requirements
See the applicable program section of this catalog for the program’s graduation requirements.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with their program advisor about any questions or concerns. Students
should consult their degree audits when preparing for registration. Program advisors are available to assist with
registration planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application
forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what
38
makes the student eligible for commencement ceremony communications and the conferral of their degree upon
program completion.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for their
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony.
The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony
selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion
of their last requirement. This mailing will be sent to the address that displays in their Records & Registration record.
Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the
student paying for reshipment or being required to pick up the mailing at the Registrar’s Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following graduate degrees: Master of Arts, Master of Business Administration,
Master of Fine Arts, Master of Music Therapy, Master of Science, Master of Social Work, Doctor of Nursing Practice, and
Doctor of Psychology.
Religious Holiday Policy
As an academic community, Augsburg University embraces the Network of ELCA Colleges & Universities’ (NECU) mission
to be “rooted” and “open” so that all may flourish. This necessitates that we regularly reassess the familiar and consider
new options. A community of caring mentors and colleagues makes possible each student’s intellectual growth, personal
maturation, and vocational discernment. The following policy and procedure for the observance of recognized holy days
is consistent with the university’s mission.
Overview
In recognition that observance of recognized religious holidays may affect students’ classroom attendance and the
submission of graded work in courses, Augsburg University accommodates religious observances and holidays of diverse
religious traditions. This policy reflects the university’s commitment to being responsive to our students’ diverse religious
beliefs and to encourage students’ spiritual development. In accordance with the policy, students who miss class to
observe a religious holiday are required to make prior arrangements with individual instructors for how any work missed
during an absence will be completed. Absence from class due to observance of a religious holiday is normally excused
according to university policy; however, students are expected to make up the work they miss, and the University
understands that there may be extenuating circumstances, specific to a particular course, that make it difficult or
impossible for a faculty member to grant such a request.
Faculty are encouraged to consider recognized religious holidays when establishing course deadlines and assigning
course work and to support students in their religious practices by observing this policy. To support faculty in
accommodating the religious practices and commitments of our students, Augsburg has established procedures to be
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followed by students: students are responsible for notifying their instructors of a planned absence due to an observance
and/or holiday.
Procedure
The religious holiday observance notification procedure is based on the assumption and expectation that students will
act in accordance with the University’s Standards of Conduct. The procedure and subsequent guidelines for students
missing class to observe religious holidays are as follows:
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Students are expected to formally notify their instructors at least two weeks in advance that they will miss class
in order to observe a religious holiday. Students are to complete the Religious Observance Notification Form.
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The Religious Observance Notification Form must be submitted online. It is routed to the faculty member faculty
member and the University Pastors in the Campus Ministry Office. Should either of these parties raise questions
about the request, they will contact the student or the faculty member’s academic dean.
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This procedure can only be used to notify an instructor of an absence from class necessitated by observance on a
religious holiday.
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Students are required to make prior arrangements with individual instructors for completion of any work missed
during an absence.
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Students are encouraged to file their Religious Observance Notification Form as early in the semester or term as
possible, but must submit it no later than two weeks prior to the religious holiday to ensure that instructors
make every effort to accommodate the request. Instructors have no obligation to honor requests made within
two weeks of a planned absence as a result of a religious holiday. Absences may be considered “unexcused” if
the form is not filed in accordance with this provision.
●
If a student has a question regarding the Religious Holiday Observance Policy, they should contact Babette
Chatman, University Pastor, Director of Campus Ministry or John Schwehn, University Pastor.
●
Students may wish to consult with the Vice President of Equity and Inclusion or the faculty member’s academic
dean if an instructor is unable or unwilling to grant their request.
Working with Instructors
Because students are required to make prior arrangements with individual instructors for completion of any work missed
during an absence and instructors may want to use the same exercise that the rest of the class has completed, students
are obligated to avoid obtaining any information about that graded exercise that would give an unfair advantage over
other students taking the course.
In the event that a religious holiday should fall during exam week, students should contact their instructor during the first
week of the course to make sure a work around is possible. If one is not possible, or there is a special circumstance like a
performance or a concert that cannot be made up, the student may be advised to take that specific course during a
different semester.
40
Doctor of Psychology (PsyD)
The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train
students in the major aspects of clinical practice. To help ensure that students are prepared adequately, the curriculum
integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need
of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a
Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the
fundamental academic and experiential elements of clinical psychology.
In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of
academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and
field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and
roles.
The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be
in psychology, some psychology courses are required (as foundation courses), and some experience in psychological
services is desirable.
The PsyD program uses a practitioner-scholar model for training and evaluation. In addition to the prescribed
coursework, the required curriculum for all PsyD students includes practicum field experiences and an internship. To
complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and
conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology.
The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all
graduate students. Some of these required courses cover the major theories of historical and modern psychology and
their application in current practice; the stages of the developmental process, and the basis for behavior;
psychopathology; and a series of courses dealing with the administration and interpretation of various forms of
assessment, basic intervention skills and various theory and therapy approaches. Students are also required to
participate in two years of practicum field experience in assessment and psychotherapy and the seminar that
accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the
treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the
doctoral degree.
Included among the basic objectives of the PsyD program are the following:
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Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an
individual, family, or group basis
Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into
their clinical approach
Assisting practitioners to assume leadership positions within the healthcare delivery system
Training psychologists to work with professionals from other disciplines as part of an effectively functioning
healthcare team
Preparing practitioners to evaluate and use clinical research applications of psychology
Program Aims and Competencies
The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the
practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that
students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological
research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program
emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the
ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and
supervision. Interpersonal and multicultural competency are foundational elements of our program.
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Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of
this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical
psychology.
In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences
and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number
of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical
psychology.
Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation,
assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of
competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional
Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework
requirements for licensure as a psychologist in the state of Minnesota.
Program Competencies
The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology
program.
1. Students will demonstrate competency in research, including knowledge of research and quantitative methods
as well as psychometrics
2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical
manner
3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical
and empirical knowledge base and the ability to apply it
4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and
an openness to supervision and feedback
5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains
6. Students will demonstrate effective interpersonal skills in professional interactions and relationships
7. Students will demonstrate competency in assessment, including the ability to administer and interpret
psychological tests and apply knowledge of strengths and psychopathology to the assessment process
8. Students will demonstrate competency in intervention, including developing and applying evidence-based
treatment plans, and evaluating treatment effectiveness
9. Students will evidence knowledge of supervision models and practices
10. Students will evidence knowledge of consultation models and practices, and demonstrate
interprofessional/interdisciplinary skills
11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive,
developmental, and social aspects of behavior; and the history and systems of psychology
Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree program is accredited, inactive by the
Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the
APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates
an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students
from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the
Augsburg University/Argosy Teach-out accredited, inactive program.
Effective December 8, 2021, the program is also APA-accredited on contingency for non-teachout, non-Argosy University
students in the Clinical Psychology PsyD program. The Program is accredited, on contingency, through the following date:
December 8, 2026. Questions related to the program’s APA accredited status should be directed to the Commission on
Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE,
Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation
For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning
Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. Matriculation through the
42
PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national
licensure examination and to meet licensure requirements in the state of Minnesota. Licensure requirements and
standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to
examine the requirements of the specific state in which they plan to practice. State licensure requirements may be
obtained from:
Association of State and Provincial Psychology Boards
P.O. Box 4389
Montgomery, Alabama 36103
332.832.4580
www.asppb.org
Academic Requirements and Policies
Graduation Requirements
Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be
responsible for completing the program requirements that are in effect at the time of their admission. The school retains
the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible
for graduation, students must meet the following requirements.
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The satisfactory completion of 98 semester credit hours. The total credit hours must include:
o 69 credit hours of core courses
o 2 credit hours of Professionalization Group
o 12 credit hours (two years) of practicum and practicum seminar groups
o A minimum of 9 credit hours of general electives
o 6 credit hours of Clinical Research Project
Successful completion of the Comprehensive Examination no later than the beginning of the fifth year
Successful completion of all sections of the Clinical Competency Evaluation (CCE)
Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months
GPA of at least 3.00 (B average)
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar.
The Clinical Research Project is approved by all committee members as final, and submitted and accepted into
IDUN.
All courses other than electives are considered core courses. Students are required to retake a core course if they receive
a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade
below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or
better.
The date of graduation listed on your transcript will be the university’s set conferral date following either (1) completion
of internship, or (2) completion of the Clinical Research Project, whichever is later.
Additional Requirements for Academic Progress for the PsyD
Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete
the program within seven years after matriculation, with the required practica typically completed by the end of the
fourth year. Students are required to be in full-time residence in the program for a minimum of one academic year of
pre-internship enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate
coursework, including two years of practicum training that typically occurs during the second and the third academic
years. Students typically maintain full-time enrollment in the program until all course requirements have been
completed. Continuous registration in the program is typical for all students prior to internship.
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Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such
extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a
short period of time.
Additional requirements for academic progress are described in the PsyD Program Student Handbook.
Clinical Training Overview
Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the
opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop
the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical
training, Clinical Psychology program students are expected to possess effective assessment and intervention skills,
demonstrate cultural competence, relational competence, and practice in an ethical manner.
During their clinical training, students advance through progressively challenging levels of training. At each level, a
student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to
the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate
competency in specific clinical tasks.
Practicum and Practicum Seminar Requirements
Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological
interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum
Seminar eligibility and requirements may be found in the PsyD Program Student Handbook.
Clinical Competency Evaluation (CCE) Requirements
The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which
students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this
evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards
of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and
clinical practice. Detailed requirements for the CCE are contained in the PsyD Program Student Handbook.
Comprehensive Examination Requirements
Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive
Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical
psychologist.
The Comprehensive Examination covers material from required courses and training activities during the first three years
of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the PsyD
Program Student Handbook.
Clinical Research Project Requirements
The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement
for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their
knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and
to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a
committee of faculty members who will review the material and make recommendations and suggestions. Detailed
requirements for completing the Clinical Research Project are found in the CRP Manual section of the PsyD Program
Student Handbook.
Internship Requirements
The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD
coursework is finished. All students applying for internship are required to fully participate in the national matching
process through the Association of Psychology Postdoctoral and Internship Centers (APPIC; www.appic.org). APPIC
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matches graduate students with intern training sites. Students are required to apply to a minimum of 15 APA Accredited
internship match sites (unless an exception is approved by the Director of Training). The Director and Associate Director
of Clinical Training help students identify appropriate locations to apply for internship and prepare the documentation
necessary for internship application. During the course of the internship, the Training Department continues to monitor
the progress of the student and maintain contact with the student and his or her supervisor.
While an internship may be a paid position, the internship site may not be the student’s regular or prior place of
employment.
The internship must be completed within the overall seven-year time limit for completing the doctoral degree program.
Internships normally require a full-time commitment for 12 months. A student may not apply for an internship without
the approval of the Director of Training. All internship application materials must be approved by the Director of Training.
Detailed requirements for internship are described in the PsyD Program Student Handbook.
Additional Academic Standards and Student Evaluation
Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health
service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In
addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional,
psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required
to conform to ethical standards which govern the behavior of professional psychologists.
Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD
Program)
Students who have completed graduate coursework at another institution may petition the program director(s) for
transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses).
Detailed information about eligibility for transferring courses is contained in the PsyD Program Student Handbook.
Students are strongly encouraged to submit transfer requests before or during the first semester of enrollment in the
program. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade
received, along with other supporting documentation, such as course description, syllabus, and work samples. No
transfer credit will be given for courses taken elsewhere after matriculation into the Clinical Psychology degree program.
For teachout students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin
Cities campus will generally be transferred to Augsburg in full, provided grade minimum and other course requirements
were met. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do not count
towards the total number of transfer credits allowed when transferring to Augsburg from an institution other than
Argosy’s PsyD Clinical Psychology program.
Criteria for Academic Warning and Program Dismissal
The PsyD Program Student Handbook lists reasons for and criteria under which students may receive an academic
warning or be dismissed from the PsyD programs.
Residency Requirements
PsyD students are required to complete a minimum of three full-time academic years of graduate study (or the
equivalent thereof) and completion of an internship prior to being awarded the degree. At least two of the three
academic training years (or the equivalent thereof) must be completed at the campus from which the degree is granted,
and at least one year of which must be in full-time residence (or the equivalent thereof).
Attendance Policy
The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director.
More than two absences in a class can be grounds for not passing that class; students should notify faculty of any
anticipated absences.
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Criteria for Enrollment Load
Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the
following conditions apply:
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The student is registered in at least six credits during a semester.
The student is registered in at least 3 credits and is also concurrently enrolled in a Clinical Research Project credit
(PRP850, 851, 852, 853, 854, 855, or 859) or Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in a half time internship (PRP890 or 891).
The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the
following conditions apply:
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The student is registered in at least three credits during a semester.
The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project
credit (PRP850, 851, 852, 853, 854, 855, or 859).
The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum
(PRP831 or 832).
The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Admission to PsyD
Requirements
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Bachelor’s degree from an accredited institution or an appropriately certified foreign institution
Undergraduate degree grade point average of at least 3.0 (on a scale of 4.0)
-orGraduate grade point average of 3.25 (on a scale of 4.0)
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of
both written and spoken English to study college courses conducted entirely in English. See the Admission
section of this catalog for information about English language proficiency requirements.
Completion of an interview with a member of the program Admissions Committee.
An admissions representative is available to help interested applicants complete the following required
documentation:
o Completed Application for Admission Form
o Admission Application Fee through PSYCAS (see information about PSYCAS below)
o Personal/professional goal statement with a self-appraisal of qualifications for the profession
o Current Curriculum Vitae (CV) or resume (or career summary)
o Three completed Applicant Recommendation Forms
o Official transcripts from all post-secondary schools attended
On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be
considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral
study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions
committee, and approved by the Program Director.
Foundation Courses
The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “B-” or
better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of
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these courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three
courses are required:
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Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or
Masters degree in Psychology)
Abnormal psychology, psychopathology, or maladaptive behavior
Statistics or research methods
Two additional courses in the field of psychology must also be completed.
Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree
program.
Application Process
Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application
service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use
PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in
the application: https://psycas.liaisoncas.com/.
Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however,
there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the
admissions process, an additional fee is charged for each additional application.
Non-Degree-Seeking Students in the PsyD Program
The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester
credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy
for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed
all course prerequisites.
Committee Decisions
All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions
are final and are not subject to appeal.
Clinical Psychology Faculty
Sarah Addicks (2022). Associate Director of Training and Assistant Professor of Clinical Psychology. BA, New York
University. MS, MPH, Ph.D., West Virginia University.
Marcia Bennett (2019). Associate Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota.
Laurie Helgoe (2023). Associate Professor of Clinical Psychology. BA, Gustavus Adolphus College; PhD, University of
Nevada-Reno.
Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD,
West Virginia University.
Abigail Hughes-Scalise (2020). Program Director and Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA,
PhD, Case Western Reserve University.
James Theisen (2020). Director of Training and Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA,
PhD, Fuller Graduate School of Psychology.
47
Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 78 Total Credit Hours
100 Out of Class Field Hours Required
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EDC 580 - School and Society (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K-6 Methods: Math (3 CH)
● EED 560 - K-6 Methods: Science (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
●
●
●
●
●
●
●
●
●
●
●
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
48
100 Out of Class Field Experience Hours Required
K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for
grades 5-12 prepare teachers to teach at the middle and high school levels.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
●
●
●
●
●
●
●
●
●
EDC 511 - Tools of Inquiry (3 CH)
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
●
●
●
●
●
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
MAT with a concentration in Special Education
48 Graduate Credit Hours / 73 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
49
students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism
spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an
inclusive education model. Under this model, students learn how to work closely with both special and general educators
to facilitate inclusion of special education students into the regular education classroom.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K–6 Methods: Math* (3 CH)
● EED 560 - K–6 Methods: Science* (3 CH)
● SPE 510 - Implementing Assessment Strategies* (3 CH)
● SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
● SPE 515 - Theory to Practice* (3 CH)
● SPE 525 - Transition and Community* (3 CH)
● SPE 530 - Instructional and Behavioral Practices* (3 CH)
● SPE 540 - Parent and Professional Planning (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
●
●
●
●
●
●
●
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 69 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/MN American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● ESE 525 - Creating Learning Environments* (3 CH)
● ESL 510 - History and Structure of the English Language (3 CH)
● ESL 520 - ESL Literacy* (3 CH)
50
●
●
●
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
●
●
●
●
●
●
●
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students
may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the
500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
●
●
Bachelor’s degree from an accredited four-year institution or an appropriately certified foreign institution.
Cumulative grade point average of 2.5 or higher.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
●
●
Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
o
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study
at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
51
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. When graduate coursework is met with a course exception, additional graduate
credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission
committee be formed by written petition to the Graduate Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Cumulative GPA Requirement
To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg
cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg
52
Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in
the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission
form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above
and beyond the charge for tuition.
Licensure Tests
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
●
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours
with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
53
Program Requirements
30 Graduate Credit Hours
The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and
self-politicization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (9 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 5xx - Paideia Theory, Research, and Practice (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 5xx - Out of School Pedagogies (3 CH)
EDC 5xx - Education Policy and Advocacy
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
ESE 500 - Reading and Writing in the Content Area (3 CH)
ESL 530 - Language, Culture and Schools (3 CH)
SPE 530 - Instructional and Behavioral Practices (3 CH)
SPE 510 - Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
EDC 541 - Experiential Education
EDC 542 - Outdoor Education
ESL 530 - Language, Culture, and Schools (3 CH)
SPE 525 - Transition and Community (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
54
development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor.
Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to
complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry
project.
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements.
55
When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional coursework may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at
Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will
also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
56
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission Requirements
Students admitted into the MAE programs must have:
●
●
A Bachelor’s degree from an accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
●
●
●
Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study at
Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. Should a graduate level course be met through course exception, those graduate
credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
57
Acceptance into the MAE Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose
cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the
Graduate Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday
evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at the end of the program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the university’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission
form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
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may be able to complete your field experience in your own classroom. If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above
and beyond the charge for tuition.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours
with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet face
to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Our Faculty
Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of
Minnesota.
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Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD,
University of Minnesota.
Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota.
Jason Michael Lukasik, Associate Professor of Education and Program Director, MA in Teaching, MA in Education. BA,
MEd, PhD. University of Illinois at Chicago.
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Master of Arts in Leadership
MA in Leadership Mission
Leadership Development at Augsburg University At the core of the Augsburg Master of Arts in Leadership is a view of
leadership as an interactive process between leaders and followers working together to accomplish desired outcomes.
The MAL program explores both the nature and practice of leadership in a wide variety of organizational and community
settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as
an array of competencies. The program is designed to help individuals formulate and communicate a shared vision,
navigate changing environments, understand the impact of cultural competence on leaders and followers, and enhance
self-awareness and the capacity to be reflective practitioners.
Program Learning Outcomes
Graduates should be able to:
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Identify and analyze multiple theories of leadership in dynamic organizational and community settings;
Analyze and navigate complex changing environments in which leaders and followers function;
Enhance the capacity to be reflective practitioners;
Develop a personal understanding of one’s philosophy of leadership;
Articulate an understanding of cultural competence and its impact on effective leadership and followership; and
Formulate and communicate a shared vision to inspire achieving desired goals.
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
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ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 538 - Communication Skills for Leadership
ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well
as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Leadership in the Community
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
elective courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
This seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Leadership Capstone: Integrating Theory and Practice
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a coordinated
program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the
Master of Arts (MA) in Leadership with the demand for business education through our Master of Business
Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
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Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an application for their
second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second
program.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
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ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Leadership Capstone: Integrating Theory and Practice
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
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MBA 570 - Quantitative Decision-Making for Managers
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
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Data Analytics
o MBA 572 - Data Programming
o MBA 573 - Predictive Analytics
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
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Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
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MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 570 - Quantitative Decision-Making for Managers
MBA 540 - Business and Professional Ethics
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Data Analytics concentration: MBA 572 and MBA 573
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
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ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Leadership in the Community
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Leadership Capstone: Integrating Theory and Practice
Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional
degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students must complete an application form. Upon entering the MBA program, online quantitative skills
modules are required in five areas and must be completed before beginning the quantitative courses:
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Statistics
Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
The Graduate Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without undertaking
a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership courses in
leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three
courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg
graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505.
Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to
qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all
requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and
to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MA in Leadership program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of
accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership program.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies
Admission Requirements
Applicants to the program must have:
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Bachelor’s degree from an accredited, four-year college or university, or an appropriately certified foreign institution.
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Minimum cumulative undergraduate grade point average of 3.0 or a minimum cumulative grade point average of 3.0
for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum
admission requirements, admission may be possible as decided on a case-by-case basis.
Two years of experience (or equivalent) with one or more organizations in a position of leadership or position
demonstrating leadership potential is preferred.
Application Checklist
The following materials must be submitted to the Office of Admissions:
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Completed application form
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Two letters of recommendation preferred
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully
completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition
successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university
policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed.
Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
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Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer
semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University
of Minnesota.
Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine
University.
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Thomas Morgan, Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita, Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor Emerita, Sociology. AB, Connecticut College; PhD, Yale University.
Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies
and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
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Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life and in health care systems, both locally and globally,
and supports students to envision new models of care across practice settings. Students select from two tracks of
study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a
wide variety of roles and responsibilities throughout the health care system and in emerging care settings in
communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
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Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 credits per semester) or part-time (4 credits per semester). Time to degree
completion takes an average 24 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on
inter-professional collaboration across care settings. Participation in nursing leadership practica in traditional and
emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students
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to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to
address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Research, and Practice Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Research, and Practice Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science,
theory-guided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing track courses
include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Research, and Practice Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Research, and Practice (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR
525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
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practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts
frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship,
and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran
Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England.
A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Applicants to the Master of Arts in Nursing program must have:
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An earned Bachelor’s degree in nursing from an accredited college or university, or an Associate of Science degree in
nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
A college level statistics course is required for progression in the program, but is not necessary for admission
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
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A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation preferred
Current resume
Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
71
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed
information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the
program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the
student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those whose course
content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits
will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to
meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday,
Tuesday, or Thursday evening from 4:30pm to 8:30pm.
Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica
options will vary for each course with choices of either independent practica or faculty-led practica.
Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN programs.
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Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
●
●
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Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can
choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a
practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months,
including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar, and
a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including
completion of the DNP project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and
practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease
health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One didactic course equals three
semester credits. The DNP courses (NUR 800 level) are taught in a hybrid format using zoom technology, synchronous
and asynchronous instruction to meet the needs of working adults. Synchronous classes typically meet for four or five
hours once a month.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
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●
●
●
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their DNP program. Students will be
allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students
will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day
practicum immerses students in ways of knowing of the Lakota people and students spend time at Custer State Park,
South Dakota.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala; Mexico; Namibia; Pine Ridge, SD; and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice and developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars
in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar
(NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout
the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
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An earned master’s degree in nursing from an accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
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A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health is Membership.”
Applicants must submit an official transcript(s) from each institution where a degree was earned, as well as from the
most recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
Personal interview with Augsburg Nursing faculty
75
The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with
student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted
to the program.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS)
(www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their
credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council
Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies.
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the
student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed
from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-director of the BSN
Program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead
change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced
autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural
nursing, integrative healthcare practices, transformational leadership, and health assessment.
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
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Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical
skills labs, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to
student needs. 500-level courses consist of six hybrid, synchronous and asynchronous classes a semester - four hours of
class time, using zoom technology. In addition to the didactic course, students take a one credit practicum course
associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of
synchronous and asynchronous modalities with varying times of four to eight hours. One course is offered in an
immersion format of four days of class per semester. The FNP courses (final two years of study) are offered primarily on
Monday, Tuesday, Wednesday or Friday, approximately six times a semester for four to five hours in a hybrid format,
using zoom technology, synchronous and asynchronous as well as some face to face classes. Class time hours will vary.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and/or in Rochester, MN, at Bethel
Lutheran Church (810 3rd Ave SE) , the location of Augsburg’s learning site. Students must be prepared to drive to
Minneapolis or Rochester for classes. If weather is inclement, Zoom technology is used.
77
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the
DNP portion and 675 hours for the clinical portion.
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
In a 15-week semester, practicum hours are computed as follows:
●
●
●
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 360 which equals 8 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 23.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Clinical Skills Labs
Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills
labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Final DNP/FNP Project
Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout.
The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
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●
●
●
●
●
●
●
●
An earned baccalaureate degree in nursing (BSN or BAN), or a master’s degree in nursing from an accredited
institution and a nationally accredited nursing program.
A minimum of three years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Applicants must submit an official transcript(s) from each institution where a degree was earned, as well as from the
most recently attended institution, if not the same.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
A 2-3 page professional essay responding to a posted question on the admission application.
Documentation verifying the number of practice hours completed in an accredited graduate nursing program, if
applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a master’s in
nursing program.)
A current Curriculum Vitae.
Personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course on an official transcript before enrolling in the Nursing
Research course (NUR520) & the associated practicum (NUR520P).
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current at the time of publication and are subject to change.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS)
(www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their
credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council
Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
79
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Michelle Higgins, DNP, APRN, FNP-C, Instructor.
Jill Oswald, DNP, APRN, FNP-C, Instructor, Clinical Director of the DNP-FNP Program
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Michelle Ullery, DNP, APRN, FNP-C, Instructor, Director of DNP-FNP Program
Staff
Colleen Hagerman, Nursing Programs Coordinator.
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP
accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and
“hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data,
recognize trends and take the appropriate action. The MBA program utilizes 7 different business simulations in order to
enhance experiential learning and critical thinking. Toward the end of the program, Augsburg MBA students work on a
consulting project for a business organization or social enterprise. Students are divided into groups of four or five and
write strategic, business and marketing plans for the organization or entrepreneur. In the past 18 years, students have
written plans and made recommendations for facility expansions, new product introductions, and new marketing
programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team.
The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a
faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects
Augsburg’s mission of developing leaders grounded in values, purpose, and vocation.
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The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and
Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical
decision-making. The students write their own personal development plan focusing on their core strengths, core
convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We
encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of
the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference and are committed to diversity,
equity and inclusion. We invite you to become part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.D.
Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by
transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions for their organization and the world.
Accreditation
The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach
students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and
real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from one another, mentor each other, and develop their own career development plan
based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on
projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of class. Working
both individually and in small groups enables you to enhance your strengths, build your skills, expand your business
acumen, and improve your decision-making. Together as a community, you’ll build personal, social, and academic
abilities.
MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
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Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
● Course(s) must be taken at an accredited institution.
● Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time. The program is
designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic
Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures,
and learn about the culture and traditions of the countries visited. Each MBA student will have two opportunities during
their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the
course selected), lodging, and travel in-country, as well as some meals. We have visited Germany, France, Poland,
England, Ireland, Italy, Chile, Argentina and Brazil.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
Semester 3:
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
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MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, Entrepreneurship, or Data Analytics.
Data Analytics Concentration
MBA 572 - Data Programming
MBA 573 - Predictive Analytics
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneurship concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation.
SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic
Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master
of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May. Due to Covid-19, our classes have been held via synchronous video conferencing
during the normal class hours.
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Orientation for new cohorts is generally scheduled one to two weeks in advance of the beginning of classes. For more
information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
MBA Graduate Certificates
Each certificate program is designed to be finished in six months, taking one course at a time and with each course
lasting 7-8 weeks. Admission to the certificate follows the normal MBA application process. Certificate programs are not
eligible for federal student aid. Students wishing to pursue the full MBA degree after certificate completion must contact
Graduate Admissions.
Business Analytics Certificate
The certificate program is another attractive option for people who want to develop their analytical business skills
without undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in
business analytics. The certificate courses are part of the MBA curriculum and would count toward the degree
completion for the program.
Required Courses
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MBA570 - Quantitative Decision-Making for Managers
MBA571 - Business Analytics
MBA572 - Data Programming
MBA573 - Predictive Analytics
Entrepreneurship Certificate
The certificate program is another attractive option for people who want to develop their entrepreneurial business skills
without undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in
entrepreneurship. The certificate courses are part of the MBA curriculum and would count toward the degree
completion for the program.
Required Courses
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MBA550 - Marketing Management
MBA595 - Strategic Management
MBA583 - Entrepreneurship: Execution, Planning and Strategy
MBA596 - Managing Innovation
Finance Certificate
The certificate program is another attractive option for people who want to develop their financial skills without
undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in accounting
and finance. The certificate courses are part of the MBA curriculum and would count toward the degree completion for
the program.
Required Courses
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MBA520 - Accounting for Business Managers
MBA530 - Managerial Finance
MBA532 - Investment Theory and Portfolio Management
MBA535 - International Finance
Admission to the Augsburg MBA Program
Admission Requirements
Applicants to the MBA program must have:
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Bachelor’s degree from an accredited four-year institution or an appropriately certified foreign institution
Minimum of two years of relevant work experience is preferred
Admission checklist
The following materials must be submitted to the Office of Admissions:
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Completed application—Apply online at www.augsburg.edu/mba
Two personal statements
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation preferred but not required
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and Policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their records,
refer to the academic calendar at www.augsburg.edu/registrar.
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Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project
presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty.
Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course.
More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
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Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B-
MBA Faculty
Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Cory Erickson, Instructor. BA, Ambassador University; MBA, Carlson School of Management, University of Minnesota.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Ibrahim Keita, Instructor. BS, Arizona State University; MA, Duke University; PhD, University of Minnesota.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of
creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
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Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
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Teaching
Publishing
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Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising.
The program includes three summer residencies.
Fall and Spring Semesters Online
The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual
classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and
Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of
craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the
fourth. Cross-genre work is allowed and encouraged.
Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
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First Year
o Summer Residency I (6 credits), held for ten days in the Twin Cities, includes a workshop in the student’s
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely,
via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared
genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and
writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their
thesis (students should prepare for this work during their second year). To earn credit for the residency, students
must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
● Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading semesters instead of the standard four. At least four of these
semesters should be used to study the student’s declared genre.
● Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option
has students completing at least five mentored and reading semesters, including three in the student’s primary
declared genre and at least two in a different genre.
● Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as the director’s approval is required.
● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside
a traditional or extended/mixed genre course of study. The career concentration courses are also available as
post-MFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
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Course Listing
ENL 531 - Residency in Creative Writing: Fiction
ENL 532 - Residency in Creative Writing: Nonfiction
ENL 533 - Residency in Creative Writing: Poetry
ENL 534 - Residency in Creative Writing: Screenwriting
ENL 535 - Residency in Creative Writing: Playwriting
ENL 536 - Residency in Creative Writing: Multi-Genre
ENL 541 - Mentorship and Critical and Creative Reading: Fiction
ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 - Mentorship and Critical and Creative Reading: Poetry
ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 - Mentorship and Critical and Creative Reading: Playwriting
ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 - Craft Paper: Fiction
ENL 548 - Craft Paper: Nonfiction
ENL 549 - Craft Paper: Poetry
ENL 550 - Craft Paper: Screenwriting
ENL 551 - Craft Paper: Playwriting
ENL 552 - Craft Paper: Multi-Genre
ENL 553 - Thesis: Fiction
ENL 554 - Thesis: Nonfiction
ENL 555 - Thesis: Poetry
ENL 556 - Thesis: Screenwriting
ENL 557 - Thesis: Playwriting
ENL 558 - Thesis: Multi-Genre
ENL 559 - Thesis
ENL 560 - Craft Paper
ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from an accredited college or university, or an appropriately certified
foreign institution, with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of
2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples.
Applications Must Include
● Completed online application
● One letter of recommendation preferred
● A personal essay
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Applicants must submit an official transcript(s) from the institution granting the bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample (page counts are meant to provide guidance but are not a requirement):
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script/playwriting format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public
lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality
(fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality
(playwriting).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper
and thesis courses carry two credits each.
To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a
concentration in Publishing, students must complete 11 courses or 54 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and
qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach
student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative
assessment, students will be assessed in light of their success in meeting learning objectives of the course while
completing work assigned.
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MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away”
for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and
demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty
and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University.
Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of
Library & Information Science, San José State University, San José, CA.
Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University.
Michael Kleber-Diggs, MFA Mentor. JD, University of Minnesota.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth &
Communities; PhD, Performance as Public Practice, the University of Texas, Austin.
Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction,
Bennington College.
TyLie Shider, MFA Mentor. BA, Delaware State University; MFA New York University.
Lindsay Starck, Associate Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
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Faculty Associates
D.E. Green, Professor Emeritus, English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013, 2020
Creative Nonfiction
John Medeiros, 2020
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
Ken Rance, 2015
Bill Wheeler, 2014
Christina Lazaridi, 2013
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Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
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Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, the MMT
program offers unique learning opportunities that foster discovery and help students realize their full potential. To
engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic
view of the use of music in health, healing, and well-being. To advance the practice of music therapy by preparing
students through a hybrid master’s degree program that is innovative, flexible, and possesses breadth and depth,
designed to meet the changing needs of clients and demands in clinical practice.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The 36-credit program includes core music therapy courses designed
to advance clinical practice and a wide selection of elective courses to tailor the development of clinical expertise.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 – Thesis or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by the academic advisor and program director.
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Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental, or mixed methods research.
Manuscript for publication: A scholarly manuscript based on any type of research conducted or clinical case study.
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Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half
years. The equivalency courses include the following:
MUS 271 - Introduction to Music Therapy (2 credits)
MUS 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credit)
MUS 375 - Music Therapy Practicum (1 credit)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
In addition to all the graduate coursework, students must also complete the music therapy internship.
MUS 546 - Clinical Music Therapy Internship (2 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT
and Equivalency Plus), as well as the courses listed below.
MUS 113 - Music Theory and Aural Skills I (4 credits)
MUS 114 - Music Theory and Aural Skills II (4 credits)
MUS 213 - Music Theory and Aural Skills III (4 credits)
MUS 214 - Music Theory and Aural Skills IV (4 credits)
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) OR music history course from another genre
MUS 232 History and Literature of Music, 1750 to Present (4 credits) OR music history course from another genre
After completing the graduate coursework, students must also complete the music therapy internship. 180 practicum
hours need to be completed prior to the internship. The internship will consist of 1,040 supervised clinical hours to fulfill
the requirement. Additionally, proficiency exams on piano, voice, and guitar must be passed prior to starting an
internship.
MUS 546 - Clinical Music Therapy Internship (2 credits)
Plan of Study
There are three tracks in the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track
(MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus
Master of Music Therapy track (E+MMT). The third is for individuals that hold a bachelor’s degree that is not in music but
have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track (E++MMT).
Thesis/Final Project
As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated
with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs
required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive
review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards.
The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding
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course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also
includes the defense of the thesis.
Thesis/Final Project Requirements
The term thesis is used for the research and document required for the master's degree in many departments and
programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project
follow the same process outlined below. While the thesis includes a research component, the final project maintains the
rigor of a thesis project but does not include the formal research component.
1. Once the research topic has been chosen, the student must submit a project proposal: a written formal
statement of the topic and plan of execution for the research. Your academic advisor will let the student know
what form the proposal should take.
2. The composition of the committee that will supervise the project should be determined in collaboration with the
student and academic advisor. The number of members needed on a project committee may vary depending on
areas of expertise but should include a minimum of three (thesis advisor and two reviewers). The academic
advisor will provide final approval of the review committee and thesis topic.
3. Students will provide a 25-30 minute oral presentation of their thesis with their academic advisor, program
director, and all reviewers present. The academic advisor, program director, and reviewers will ask questions of
the student and then deliberate and vote when the student has been excused.
4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that
reviewers have required. When those have been received the final grade for the thesis will be submitted and the
student will provide two bound copies of the thesis to the program director.
MMT Program Comprehensive Review
In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been
acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of
appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project but
always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project and
assesses the student's mastery of the several components of the degree course work. Students will demonstrate
evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited
to:
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Theoretical foundations
Assessment and evaluation
Music therapy methods and method-variations
Sociocultural considerations
Reflective and reflexive practice
Ethical considerations
Evidence-based practice
Professional development
Research methodologies
Admission to MMT
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Online Application
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree, or an
appropriately certified foreign institution, and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
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2 letters of recommendation (can be submitted online through the application-please have your recommenders’
email addresses when you begin the application).
Proof of Board Certification (if applicable)
A music assessment (this can be taped or live) of ten to fifteen minutes of your primary instrument(s) and any
additional instrument(s) the applicant is proficient in; music from any genre can be a part of the music assessment.
Essay (submitted as part of the online application) - no longer than three pages.
Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
If not submitted with the online application, materials need to be sent to:
Augsburg University
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
The Master of Music Therapy program is accredited by the National Association of Schools of Music (NASM) and
approved by the American Music Therapy Association (AMTA). Augsburg University is accredited by the Higher Learning
Commission.
MMT Faculty
Debbie Bates, Ph.D., MT-BC, Instructor
Juyoung Lee, Ph.D., MT-BC, RMT, Assistant Professor
Lindsay Markworth, MMT, MT-BC, Instructor
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg PA program is to educate empathic, community-minded, and forward-thinking health care
leaders to practice in primary care with a focus on underserved, underrepresented, and marginalized communities.
The Augsburg PA program values team-based learning for team-based patient care through connection, inclusion, and
innovation.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted
Accreditation-Continued status to the Augsburg University Physician Assistant Program sponsored by Augsburg
University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in
compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the
accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date
for the next validation review of the program by the ARC-PA will be 2029 June. The review date is contingent upon
continued compliance with the Accreditation Standards and ARC-PA policy.
The program’s accreditation history can be viewed on the ARC-PA website at
https://www.arc-pa.org/accreditation-history-augsburg-university/
Program Director (Dr. Vanessa Bester, phone 612-330-1660 and/or email besterva@augsburg.edu)
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies.
Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy,
pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues.
In addition, the clinical practice seminar is a small-group, case-based course that offers the unique opportunity to
integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that
promote the development of practical skills through the use of simulated patients, technical skills workshops and labs.
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of practice
settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed
to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and beyond.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program.
PA Program Sample Calendar
YEAR 1
Summer
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PA 500 - Community Health and Evidence-Based Professional Practice 1
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 510 - Community Health and Evidence-Based Professional Practice 2
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 520 - Community Health and Evidence-Based Professional Practice 3
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
YEAR 2
Summer
PA 530 - Community Health and Evidence-Based Professional Practice 4
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
EDC541 - Introduction to Experiential Education
Clinical Phase (12 Months)
Fall (12 credits)
Spring (12 credits)
Summer (16 credits)
PA 600-622 (4-6 credits)
Over the course of the clinical year, every student is required to successfully complete 7 core clinical experiences* and
additional electives or preceptorships that complement our primary care-focused curriculum. These include:
● Psychiatry and Behavioral Health*
● Emergency Medicine*
● Family Medicine*
● General Surgery*
● Internal Medicine*
● Pediatrics*
● Women’s Health*
● Electives/Preceptorships
Examples: urgent care, primary care, cardiology, pulmonary, orthopedics, emergency medicine, critical care,
surgery, transgender care, pediatrics, infectious diseases, internal medicine, dermatology
PA 690 - Capstone Course (2 credits) - Required in the last semester of the program.
For a complete list of courses and descriptions, see the Course Description Search.
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Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process.
Qualified applicants will have:
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Bachelor’s degree (in any major) from an accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
Minimum of 2000 hours of paid clinical experience
Completed the Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below with a B or higher
Prerequisite Courses
To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These
courses must have been completed within 10 years of the year you are applying for admission.
The following six (6) prerequisite courses must be completed with grades of B or higher at an accredited two-year or
four-year college or university (within the timeline specific to your degree status as defined below).
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One full course of psychology
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of statistics
One course of medical terminology
*Labs are recommended but not required.
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Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE, PA-CAT and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
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Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We
require at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry.
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
Demonstration of a commitment to, and involvement with, underserved communities
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
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with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted
by August 1.
Selection Process
The Augsburg PA Program is a mission driven program that recruits caring individuals who are dedicated to providing and
increasing access to competent health care. The Admissions Committee uses a holistic proccess and looks for a balanced
application by reviewing key criteria such as a bachelor’s degree, cumulative GPA, science GPA, prerequisite courses,
essays and direct patient care experience. Applicants are reviewed holistically for their service to underserved
populations, knowledge of the profession, leadership activities, compassion and respect for others, ethics and integrity,
personal and professional development, and letters of recommendation.
We give preference to applicants who demonstrate a strong match to our mission and who meet any of the following
characteristics:
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Minnesota residents
Augsburg graduates (those who have completed an undergraduate degree)
Re-applicants who have improved their science GPA (improved by at least 0.2 after meeting the minimum
requirement of 3.0) and/or patient care experience (accrued at least 2000 hours of direct patient care at time of
re-application)
Military experience (honorably discharged veterans and active military)
HRSA economic indicators from CASPA application:
● I am the first generation in my family to attend college (neither my mother nor my father attended college)
● I am from a family that lives in an area that is designated as a Health Professional Shortage Area, or a Medically
Underserved Area (https://data.hrsa.gov/tools/shortage-area/hpsa-find).
● Your parent’s family income falls within the table’s guidelines and you are considered to have met the criteria for
economically disadvantaged
(https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html)
Interviews (September-November)
As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted
from September-November. Candidates are invited to campus to meet program faculty, staff, current students, and to
tour the facilities. The interviews focus on an applicant’s professionalism, communication skills, knowledge of and
dedication to the Augsburg PA mission, patient care experiences, teamwork skills, and questions asked by the applicant.
As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months
of October and May. A list of alternates will be selected to fill seats that accepted candidates may not claim.
Academic Policies
To access additional information pertaining to program policies, please reference the current student handbook found on
the PA program website.
Technical Standards
Technical Standards are defined as the nonacademic requirements for participation in an educational program or activity.
They include physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the
curriculum and for entry into the profession.
All candidates and students for a master of physician assistant studies degree offered by the PA Program at Augsburg
University must have, with or without reasonable accommodation, multiple abilities and skills including:
Physical Technical Standards
● Functional use of the senses of vision, hearing, and equilibrium.
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Exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and
vibratory) senses
Perception/observation of demonstrations, exercises, and patients accurately at a distance and close at hand.
Communicate (in English) effectively, efficiently and sensitively with faculty, fellow students, all members of the
health care team, other professionals, patients and their families, including verbal, non-verbal, written and typed
communication.
Dissect cadavers and examine gross specimens in gross anatomy and pathology laboratories
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Possess gross and fine motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic
diagnostic procedures
Execute motor movements reasonably required to provide basic medical care, such as airway management,
placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, pelvic
examination, genital examination, digital rectal examination, simple obstetric maneuvers, and extended standing and
retraction in a sterile surgical environment and gown while actively assisting the surgical team for prolonged periods
of time.
Cognitive Technical Standards
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature, individual teaching settings, and in
clinical patient care settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
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be able to independently access and interpret medical histories or files
identify significant findings from history, physical examination, and laboratory data
provide a reasoned explanation for likely diagnoses and prescribed medications and therapy
recall and retain information in an efficient and timely manner and be able to see the relationship between this
retained information and its application in clinical practice
calculate, reason, analyze, and synthesize
incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans
Behavioral and Social Technical Standards
● Demonstrate the emotional health, maturity and compassion required of a healthcare provider.
● Possess the ability to use their intellectual capacity, exercise good judgment, and promptly complete responsibilities
attendant to the diagnosis under potentially stressful circumstances, emergency situations, and extended hours
● Develop empathic, sensitive, and effective relationships with patients
● Adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine
● Respond to supervision appropriately and act within the scope of practice, when indicated
● Possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic
backgrounds, and all belief systems.
● Take responsibility for themselves and their behaviors
● Positively represent the Augsburg University PA Program and the PA Profession
All PA students must meet the minimum technical standards at all times to successfully progress through the program.
Inability to meet any of these requirements at any stage in the program will result in a formal review process with the
student progression review committee (PRC) to support the student and identify reasonable accommodations. It is the
responsibility of the student to notify the PA Program Student Progression Committee, in writing, of any changes in
ability to meet minimum technical standards. A stated intention to only practice in a narrow field of medicine does not
alter the requirement that all students take and achieve full competence across the entire curriculum.
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Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability,
gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with
regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
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Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
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Alternative testing (extended time, limited distraction)
Assistive technology
Alternative format textbooks and course materials
Note taking support
Housing accommodations
Classroom accommodations
Some Examples of Disabilities
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Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
Accessing accommodations is an ongoing and interactive process where information can be gathered from the student
and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We
prefer students to present any documentation that describes their disability and the impact on educational experiences
directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612)
330-1053.
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Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must
complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be
considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA
Program will not substitute for any part of the clinical phase.
Employment while in the Program
We strongly discourage outside employment while enrolled in the Physician Assistant Program. Faculty does recognize
that employment may be an issue that some students will face. However, program obligations and academic
expectations will not be altered due to a student's work obligations. It is further expected that work obligations will not
interfere with the physician assistant students' learning progress or responsibilities while in the program. Outside
employment is never considered an excused absence. Employment will not be accepted as an excuse for academic
failures. or assignments not completed on time.
Withdrawal Policy
A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission
of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and
reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to
leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the
University.
Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies.
Please review official withdrawal deadlines on the registrar website for questions on tuition refunds.
Readmission Policy
Re-admission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely
unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program
through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental
Application. Additionally, at the time of application, the applicant must submit a letter reflecting upon and outlining the
reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer
advanced placement to any student.
To read about the PA program’s Leave of Absence, Deceleration, and Parental Leave policies, please refer to the current
student handbook found on the PA program website.
For the full readmission policy and reapplication process, please contact the program.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Vanessa Bester, EdD, MPAS, PA-C, Program Director, Assistant Professor.
Michael Butler, MPAS, PA-C, Clinical Assistant Professor
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Rachel Elbing, MPH, PA-C, Clinical Assistant Professor
Miranda LaCroix, MSPAS, PA-C, Adjunct Instructor
Ryane Lester, MPAS, PA-C, Instructor.
Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Caroline Rowe, PhD, Instructor.
Danielle Skoglund, MPAS, PA-C, Clinical Coordinator.
Eric Van Hecke, MPAS, PA-C, Instructor.
James Young, MD, Medical Director.
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Master of Social Work
The social work profession offers the rewarding prospect of joining with others to respond to social problems and
develop opportunities that benefit individuals, families, groups, and communities. Social workers are foundational in
many social systems including health care, education, non-profits, government entities, and others. The MSW degree
prepares you for advanced-level professional practice in the field of social work, including all levels of social work
licensure.
Augsburg’s MSW program prepares you for advanced social work practice dedicated to system change that reduces
oppression and discrimination. MSW students value our small class sizes, the cohort structure, and the opportunity to
build meaningful relationships with each other and our faculty and staff. As a small hybrid program that meets online and
on campus, we have high expectations for our students and simultaneously offer flexibility to help each student meet
their individual goals.
Attending Augsburg University will transform and develop your professional life in unexpected ways. The MSW program
has two specializations. The first, Multicultural Clinical Practice (MCCP), prepares students for clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), prepares students for macro social
work practice with organizations, communities, and other large systems. Both programs focus on individual development
of the social work practitioner and the multitude of social identities that shape our cultural and institutional systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
MSW Mission
We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work
practice that promotes intersectional racial and social justice in a diverse and global society.
Program Overview
The MSW program prepares social work students for professional practice in public and nonprofit settings. Our
challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop
skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you
will:
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Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations,
approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as generalist students. Full-time generalist students are enrolled in a two year program. Part-time generalist
students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program.
All students must complete the MSW degree within 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet
every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during
weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a
placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Courses in the MSW program are hybrid. Each class meets live on campus for 50% of the classes and asynchronously
online for 50% of the classes. Classes meet on campus in 2-4 hour blocks on Friday evenings, 6 to 9:45 pm; Saturday
mornings, 8:15 am to 12 pm; and Saturday afternoons, 1:00 to 4:45 pm. Each class meets on campus for eight sessions in
a fall and spring semester and for four sessions on campus in a summer term (May-August), with the expectation that
students engage in hybrid online learning activities between on-campus class weekends.
Time Commitment
Hybrid programs are a combination of face-to-face class sessions and online/experiential learning. On a class weekend,
the typical student will spend 11 hours in class within a 23-hour period. For every hour spent in class, a student may
expect to spend 3 hours outside of class working on online activities, assignments, readings, or group projects. A student
may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9
months for each practicum). In the final year of study, students complete a competency based learning portfolio, which is
reflective of their learning in an accredited master’s of social work program.
Credit and Contact Hours
MSW courses range from two to four semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (generalist or
advanced standing), rate of attendance (full-time or part-time), and chosen specialization (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
Field Practicum
Generalist students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for generalist students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both generalist and advanced standing students,
is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are
completed concurrent with enrollment in the integrative field seminars as well as other MSW courses.
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MSW Curriculum Components
Foundation Curriculum
In the generalist first year courses and field practicum, students are introduced to social work as a profession. Students
learn both historical foundations and contemporary theories and practice methods relating to both the individual and
the social environment. During the generalist year, students study human behavior and the social environment, history of
social welfare policy, research methods, assessment and intervention methods, diversity, and social work values and
ethics.
In the generalist curriculum students apply knowledge of theories and practice methods in the generalist field practicum.
The field practicum is completed concurrently with enrollment in two field seminar courses. The full generalist
curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning
the specialization curriculum, all generalist coursework and field hours must be successfully completed.
Specialization Curriculum
After completing the generalist requirements, students enroll in the specialization curriculum that they selected at the
time of their application to the program. Students also complete an advanced field practicum. Augsburg offers two
specializations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either specialization,
students deepen their knowledge of the primary issues affecting families and communities, develop a range of
client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in
practice-based research, and learn practice or program evaluation techniques.
In the specialization curriculum, students apply this advanced knowledge of theories and practice methods in the
specialization field practicum. The field practicum is relevant to their chosen specialization and is completed concurrently
with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project
or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Specialization
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment and
anti-oppressive approaches as organizing perspectives, multicultural clinical social work practice addresses the
biopsychosocial and spiritual well-being of individuals, families, and groups. To this end, graduates of the MCCP
specialization develop competence in using relationship-based, culturally informed, anti-oppressive, and theoretically
grounded interventions with persons facing challenges with their emotional, behavioral, and mental health.
Multicultural Macro Practice (MCMP) Specialization
The Multicultural Macro Practice specialization prepares social workers to develop leadership skills to work across system
sizes, with a broad range of problems, while grounded in anti-oppressive and anti-racist social work practices.
Social workers who specialize in macro practice have a wide range of settings in which they practice their skills.
Leadership, research and evaluation, community organizing, policy practice, program design and development are just
some of the areas in which macro social workers find themselves. Building on the rich diversity inherent in the various
practice settings, multicultural macro practice social workers use their understanding of anti-oppressive systemic
practices to guide their work. Settings include government agencies, nonprofit organizations, policy settings, and
community development programs.
Portfolio Project
● The goal of the Competency Based Learning Portfolio is to enhance the reflective assessment practice, as well as to
offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By
definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also
summative documents in that they illustrate students’ competencies. All students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
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writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
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Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
Maintain a cumulative GPA of 3.00 or higher
Successful completion of 920 hours of approved field practica for generalist students or 500 hours of approved field
practicum for advanced standing students
Successful completion and submission of the portfolio project
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social
Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass
the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete
the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in six specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Generalist Courses
FALL
SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (generalist students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
Advanced Standing Student Generalist Courses
SUMMER
SWK 510 - Advanced Practice Methods
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SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis
*Course potentially can be waived for advanced standing students (BSW holders).
Specialization Courses
Multicultural Clinical Practice (MCCP) Specialization:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2
SWK 630 - Multicultural Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Specialization:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1
SWK 660 - Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2
SWK 668 - Organizations/Social Administrative Practice 2
SWK 630 - Multicultural Policy Practice
SUMMER
SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 - Multicultural Macro Practice (MCMP) Planning
SWK 699 General Elective
Students complete at least one general elective course.
Field Practicum
Social work education goes beyond the classroom. Through the field practicum, students will demonstrate skills to bridge
theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to
successful learning. The foundation of the practice includes:
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Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse human identities
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
generalist students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the generalist and specialization practica are spread over two
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The field education of the MSW program is divided into two components:
Generalist Practicum
● The generalist practicum puts emphasis on developing competence as a professional generalist social worker. It
requires a minimum of 420 hours and is completed by students admitted at the generalist level. Students spend an
average of 15 hours per week during the fall and spring semesters in this practicum.
Specialization Practicum
● The specialization practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen specialization. It requires a minimum of 500 hours and is completed by all students, including those admitted
with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this
practicum.
Field Practicum Settings and Field Practicum Identification
The field matching process begins the spring before classes start in collaboration with other Twin Cities MSW programs.
Students attend a field orientation and a practicum interviewing event with a large number of agencies and potential
field instructors. Practicum matching involves interviews at the approved practicum sites, arranged by the student, and a
matching process conducted collaboratively by the field directors of the participating MSW programs in the Twin Cities.
Students are notified of the agencies they are matched with a few weeks later.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially-sound organizations to serve diverse communities.
Purpose
Many social service agencies today require that leadership combine financial and business expertise with social work
practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands
the delivery of quality social services with the knowledge and skills of administrative leadership.
Specialization
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) specialization. In this specialization, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree.
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Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA courses meet on weeknights. The MBA program includes a summer term. See the MBA section for required courses
for the dual degree.
Curriculum
● Generalist or advanced standing coursework
● Either 920 hours (generalist) or 500 hours (advanced standing) MSW field practicum experience
● Complete a minimum of ten MBA courses after completion of the MSW degree.
● For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to
apply to the MBA program until their specialization year. The GMAT is waived for MSW/MBA dual degree applicants.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA
program. Admission to one program does not guarantee admission to the other.
MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
use issues and/or co-occurring disorders. Additionally, offering this credential expands the capabilities and qualifications
of our MSW graduates to pursue careers. Adding the LADC requirements and certification to the regular plan of study in
the MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the
practice of alcohol and drug counseling once they are licensed (as per Minnesota state law) in addition to their ability to
conduct diagnostic assessments, and individual, family and group treatment.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) specialization. In addition, there are four courses and one additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field practicum
hours required in addition to the 500 required for MSW specialization field practicum for a total of 880 hours. Content in
the LADC pathway covers the 10 core functions required of an LADC training plus the 880 field practicum hours. For
further information about the requirements for the LADC credential, please refer to the MN Board of Behavioral Health
and Therapy.
Admission to MSW
The Augsburg University MSW program welcomes a wide range of human diversity amongst its student population.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
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Admission Requirements
● Bachelor’s degree from an accredited college or university or an appropriately certified foreign institution
● Cumulative undergraduate GPA of 3.0 or higher
● Liberal arts coursework in the social sciences, humanities, and natural sciences
Application Checklist
The priority application deadline is January 15 each year for matriculation in the following academic year.. For more
information go to www.augsburg.edu/msw or call 612-330-1101.
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Completed application form
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The program director may ask for additional transcripts if determined to be necessary.
Two recommendation checklist forms, with letters attached, submitted online
Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B- or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Applicants who have earned a bachelor's degree in social work from a program that is accredited by the Council on Social
Work Education (CSWE) are eligible for Advanced Standing status. Students with Advanced Standing status are waived a
maximum of six MSW courses and the Generalist Field Internship. Advanced Standing students will be able to complete
the MSW in a 12-month, full-time format.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the
student may be dismissed from the program. Students are retained in the program who can:
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Maintain expected grade point average (3.00 or higher)
Complete course requirements of the program and field placement in a timely manner
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Complete the program within four years
Abide by the MSW Student Handbook and the NASW Code of Ethics
Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a
grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in the MSW Student
Handbook
Evaluation of Student Field Performance
The criteria for evaluating field performance is based on the Council on Social Work Education competencies and can be
found in the MSW Field Manual, which is located on the MSW Program Internship Placement Tracking website and on
the MSW Resource Board on Moodle.
Four-Year Limit
All students are able to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework.
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to
maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave
of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All generalist courses are prerequisite to the specialization courses. Students may not enroll in the specialization courses
until successfully completing all generalist courses. In addition there are individual courses that are prerequisite to other
individual courses in the MSW curriculum. These are listed in the MSW Student Handbook.
Program Costs
In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field
practicum. There may also be additional fees associated with short-term study abroad electives.
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
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Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is
to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements.
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The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
MSW Faculty
Ankita Deka, Associate Professor of Social Work, MSW Program Director. BA, Delhi University; MSW, Tata Institute of
Social Sciences; PhD, Indiana University.
Christina Erickson, Professor of Social Work, Department Chair. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
Alex Fink, Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota.
Melissa Hensley, Associate Professor of Social Work, BSW Program Director. BA, MSW, PhD, Washington University in St.
Louis; MHA, University of Missouri–Columbia.
Kao Nou Moua, Assistant Professor of Social Work, BSW Field Director, BA, MSW, University of Montana; PhD, University
of Minnesota.
Erin Sugrue, Assistant Professor of Social Work. BA, Grinnell College; MSW, MPP, PhD, University of Minnesota.
Christopher Thyberg, BASW, Calvin University; MSW, PhD, University of Pittsburgh.
Special Appointments
Susan Carlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Genevieve Sabala, Visiting Professor. MSW Field Director, BA, Egerton University; MSW, MPA, Grand Valley State
University; PhD (ABD) Nova Southeastern University
Richard Spratt, Visiting Professor. BSW, Augsburg University; MSW University of Minnesota.
Social Work Department Staff
Carson Backhus, MSW Program Coordinator
Doran Edwards, BSW Program Assistant Director
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
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Graduate Certificate in Health Equity and Racial Justice in Healthcare
This course credit-seeking certificate program is designed to create awareness for health, equity, and racial justice in
health, healthcare systems, and communities. This certificate targets current graduate students and alumni in
healthcare-focused disciplines at Augsburg University who desire a graduate certificate in Health Equity and Racial Justice
in Healthcare, offering a flexible time to completion.
The certificate courses are part of distinct graduate departments with Augsburg: Nursing, Physician Assistant, Leadership,
Social Work, and Business. The Doctor of Psychology program is a part of the collaborative and plans to be active in
participation for the 2024-2025 academic year.
Certificate Learning Outcomes:
1. Integrate the social determinants of health into the context of professional practice and interdisciplinary
collaboration.
2. Explore hegemonic norms, privilege, and bias in health care practices as structural barriers and systems of
oppression are explored.
3. Demonstrate principles of transformative action through advocacy, praxis, and speaking truth to power.
Certificate Requirements
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NUR 541: Politics of Healthcare
One of NUR 541P or NUR715
○ NUR 541P: Practicum: Politics of Healthcare
○ NUR 715: Practicum: Dismantling White Supremacy Culture
Two additional courses, with one being from the student’s primary graduate program and one from a different
program. Nursing students must take both courses outside of the main program. These two classes are chosen
from the following:
○ MBA 540: Business and Professional Ethics
○ ML 560: Cultural Competence and Effective Leadership
○ ML 599: Topics: Collaborative Leadership
○ SWK 509: Human Behavior: Mental Health Assessment and Diagnosis
○ SWK 630: Multicultural Policy Practice
○ PA 500/510/520/530: Community Health and Evidence-Based Professional Practice (must take 3 out of 4; PA
students only)
Program Costs
The certificate program is intended for current Augsburg graduate students or alumni of the participating programs.
Tuition for certificate program courses will be based on a student’s main graduate program classification.
Graduate certificate programs are not financial aid-eligible. If a current degree-seeking student is pursuing the certificate
alongside their regular graduate studies, courses required only for the certificate will not be factored into the financial
aid eligibility for a semester.
Admission
The normal graduate application process is used for students who wish to pursue the certificate program.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Cheryl T. Chatman, EdD
Karim El-Hibri ‘06
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
James Hereford
Pahoua Yang Hoffman
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Michael C. Maxey
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Show less
Introduction
Undergraduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for... Show more
Introduction
Undergraduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2022–Summer Semester 2023. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2022
Phone: 612-330-1000
www.augsburg.edu
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Greeting from the President
A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a
map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you
will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I
hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a
lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and
that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend
time for the next several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I
believe you will find it not only tells you about the character and essence of our institution, but also about our mission
of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is
located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a
setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own
talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the
core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, PhD
President
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About Augsburg University
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in
the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate
not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students
to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society—their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich
and varied learning opportunities in real-life situations through academic internships, experiential education,
volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester,
Minnesota, are extended campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus
and the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Established a Direction
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August Weenaas was Augsburg’s first president (1869–76). Professor Weenaas recruited two teachers from Norway:
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for
theological study.
In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological
students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is
also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 150 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876–1907), required
students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was
a group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president
(1938–62). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the
college had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when
the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963–80), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational
opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen
Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college next (1980–97). He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of
the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting
two graduate degree programs, hosting national and international figures at college-sponsored forums and events,
increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the
James G. Lindell Library.
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William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 1998, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on
September 1, 2017.
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Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
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An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about
graduate programs, visit augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, Minnesota, and international locations around the world.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University
both internally and externally. These centers are:
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Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen
the educational experiences of our students. Their themes are reflected in Augsburg's mission to educate students to
be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major,
either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational
opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in
the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC
is a five-college consortium that allows day program students to take courses on other campuses without additional
charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine
University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the
Twin Cities section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a
bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience
adult students bring to the classroom. It is a means by which students can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional
studies.
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Minneapolis – Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and
efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face
classroom instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting.
Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester – Adult Undergraduate Program
Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the
institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site
classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks
south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810
3rd Ave SE, Rochester, MN, 55904.
In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate
program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings,
making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester
classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with
the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by
taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this
location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based
evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information
about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship,
Drama, and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students,
as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student
Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place
for student organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication
Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library
functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team
in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for
Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of
the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker
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Room, the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general
auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies,
with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency
with architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Relations Offices, the Master of Arts in
Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also
houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference
Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and
Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge,
study, and utility areas.
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Accreditation, Approvals, and Memberships
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United
States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that
ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are
accredited or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business
education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant (ARC-PA)
Accredits physician assistant
programs in the United States
MS Physician Assistant Studies
American Music Therapy Association (AMTA)
Advanced the music therapy
profession and approves music
therapy degree programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional
organization for psychology in the
United States, accrediting doctoral
programs in clinical, counseling, and
school psychology
Doctor of Psychology
Commission on Collegiate Nursing Education
(CCNE)
National accreditor for
baccalaureate, graduate, and
residency/fellowship programs in
nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
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Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
National Association of Schools of Music
(NASM)
National accreditor for
undergraduate, graduate, and other
credentials for music and
music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota
that prepare candidates for teacher
licensure
BA/BS Elementary Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is also an institutional member of the following associations
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal
education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality
evidence-based preparation of educators who are ready to
teach all learners
American Association of Higher Education
(AAHE)
Dedicated to the advancement of higher education
Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes
student exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and
universities in the United States and Canada
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Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
National Council of Schools of Professional
Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education Association
(PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities
Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin,
religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership
in a local human rights commission, or any other legally protected status in its education programs and activities,
employment policies and practices, or any other areas of the University, except in those instances where there is a
bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to
providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents January 2021)
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Vice President for Student Experience and Success
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Mike Grewe | Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may
assist as investigators of complaints.
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Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights
accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence
that the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate educational interests. A school official is a person employed by the university in
an administrative, supervisory, academic or research, or support staff position (including law enforcement unit
personnel and health staff); person or company with whom the university has contracted (such as an attorney,
auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee,
such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school
official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or
her professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that
may be released for any purpose at the discretion of Augsburg University without notification of the request or
disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to
inform Augsburg University not to release Directory Information, any future request for such information from
persons or organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
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Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your
Directory Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the
letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of
Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy
and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy,
contact Augsburg’s Department of Public Safety at 612-330-1717.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program
compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a
student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of
any professional licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited
to additional coursework and training, supervised clinical experiences, and successful passage of state or national
exams. Other licensure requirements may include background checks, years of work experience, fingerprinting
requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the
Augsburg University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone
numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the
Registrar’s Office.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary
action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account is the official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email account. If a student, faculty or staff
member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to
the forwarded email account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day
program students may request a campus mail box. Students should check their campus mailbox regularly.
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Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University
is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony.
A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:00
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee..
● Students with an unweighted GPA of 2.75 or higher are automatically admitted through the Augsburg Applies to
2U (direct admission) process. Students with a GPA of 2.74 or below will be evaluated and reviewed through the
standard, holistic review process.
Transcripts
● An official transcript from the high school is required of first-year applicants.
o Students with a 2.74 or lower GPA must submit an official transcript. First-year applicants who are still
high school students at the time of application should have their most recent transcript sent, followed by
a final and official transcript upon graduation. If the student has taken college courses, including while in
high school, an official transcript from each institution should also be sent prior to registration and
orientation. General Education Development (GED) scores may be presented instead of the high school
transcript.
o For students with a 2.75 or higher GPA (who qualify for direct admissions), will need to submit an
unofficial transcript at the time of applying. An official transcript will be required upon enrollment to the
University.
Test Scores
● Beginning in Fall 2021, submission of ACT or SAT test scores are no longer required for incoming (first-year or
transfer) students applications. For more information please refer to our Test-Free Admissions Policy. For
additional information please refer to Augsburg’s Admission Application Requirements.
Recommendations
● Letter(s) of recommendation are no longer required for admission but may be requested by discretion of the
admissions office.
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Essay
● First Year applicants may be asked to submit written responses to essay questions if they do not qualify for the
direct admissions process.
Additional Information
● If there is additional information that may have affected the applicant’s previous academic performance, it may
be included within the application and discussed individually with an admission counselor. On occasion, the
Admission Committee may defer a decision on a candidate’s admission until additional information has been
received. For example, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
Notification of an Admission Decision
● Under direct admissions, or Augsburg Applies 2U program, students with a 2.75 or higher GPA will be notified
immediately of their admission decision. Students who are applying to Augsburg outside of those programs, will
be notified within two weeks after the application file is complete and has been evaluated. Notification is on a
rolling basis and begins in September.
Confirmation of Admission
● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
● Students should complete the application for admission, including the essay question(s), and submit them to the
Admission Office. Students may apply online with no application fee at augsburg.edu/transfer.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Recommendations
● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
● If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic
recommendations may be required by the Admission Committee before an admission decision is made. On
occasion, the Admission Committee may also defer a candidate’s admission until other information has been
received. For example, test scores, results of current coursework, additional letters of recommendation, or writing
samples may be requested by the committee. If any additional credentials are needed, the Admission Office will
inform the candidate.
17
Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are
required to meet the following requirements for admission consideration for any Adult Undergraduate program:
●
●
●
Have a minimum of 12 transferable credits and
Are applying to one of the 11 eligible Adult Undergraduate majors and
Students must meet one of the following requirements:
o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or
more transferable credits
o Have 3+ years full-time work experience since high school graduation
o Have 3+ years of significant family care commitment since high school graduation
o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation
o Have military service since high school graduation
o 24 years or older at the date of matriculation
AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence
life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students
enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg
University advisor when considering the Adult Undergraduate program.
Application for Admission
● Students should complete the application for admission and submit it to the Admission Office. Students may
apply online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester
students who have not registered for courses at Augsburg University for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions
during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s
Office. Readmitting students do not pay an application fee.
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To apply for readmission after withdrawing from the university, students must submit an Application for Readmission.
●
●
●
●
●
●
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that
processing may take up to 10 business days.
Students who must withdraw solely due to military service obligations will be able to readmit by submitting the
Application for Readmission to the Registrar’s Office. Currently serving members of the military are encouraged to
review Augsburg’s Military Called to Active Duty policy if a call to service will interrupt a semester in progress.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be
received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or
graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to
submit the replacement official transcript in a timely manner will result in a registration hold.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA
below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student
Standing Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume
studies must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a
space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as
a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial
transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit
official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your
application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major,
and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s
previous degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the
United States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing internationaladmissions@augsburg.edu or
calling 612-330-1359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
●
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
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●
●
●
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes
as required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, and the Campus Greening Fee. Specific
courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2022-2023
Semester
Year
●
●
●
$20,642.00
$390.00
$1,290 per credit
$41,284.00
$780.00
$5,160 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2021-2022
●
●
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
$1,290 per credit
$212.00 per term
$5,160 per 4 credits
Other Costs
●
●
●
●
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
●
●
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/residencelife/rates.
Detailed meal plan rates and flex point options can be found at https://www.augsburg.edu/residencelife/rates/.
Adult Undergraduate Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through
a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
●
●
Adult Undergraduate - Minneapolis
Adult Undergraduate - Rochester
$440.00 per credit
$440.00 per credit
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$1,760.00 per 4.0 credits
$1,760.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late
fees and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online
at www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail,
or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or
American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card
payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a
vendor contracted by Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with
any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg
accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the
service fee and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for
aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as
stipulated in the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time
work opportunities. The university cooperates with federal, state, church, and private agencies in providing various
aid programs.
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The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or
grant (except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of
admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer
students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal
Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student
Financial Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’
Children, and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
●
●
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the
interest while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower
is responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
●
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
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Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students receiving financial aid are making satisfactory academic progress toward the completion of a
degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely.
It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to
meet the following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet
Records and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and
co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection
agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per
year (.67% per month) will be added onto your student account balance. For example, this means that for every
$1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment
returned by the bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department,
Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to
collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms,
withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a
collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release
financial information about her or his account and other pertinent information such as address and phone number to
third parties who are dealing with the collection of the account balance. By providing us with a telephone number for
a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone
dialing system – from us and our affiliates and agents at that number. This express consent applies to each such
telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls
and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg
University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40%
of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts.
Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge
under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in
full.
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Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled
“Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this
date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This
policy is effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible
for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund
calculations are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total
number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the
Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to
add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending
classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the
date the school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of
days that a student attended classes before the last date of attendance. If the student receives more aid than they
25
‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education.
After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to
completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may
need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
Unsubsidized Direct Loan
Subsidized Direct Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed.
If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional
aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a
post-withdrawal disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation.
Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can
verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online
to verify that all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a
refund will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that
start midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were
issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with
your statement. Bookstore purchases charged to a student account are intended for students who have excess
26
financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services
before you purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the
following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in
writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an email when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising
from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and
the ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing
the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully
completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least
two unannounced drug tests and meets one of the following criteria:
27
●
●
●
●
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local
government program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes
or regulations.
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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major
metropolitan area. They make many new friends among roommates and classmates. They are just steps away from
Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over
1,000 students living on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that
students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a
higher grade point average. Residence Life staff are professional and student team members available to support
students in their academic and co-curricular experiences. Through their efforts residential community members
become acquainted with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to
welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special
themes or issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security,
laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway
connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the
Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
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Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing
for the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313
students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study,
and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and
two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains
kitchenette units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are
furnished with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost.
Meal plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upper class students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks,
and dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle
and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a
meal-to-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students
may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and
field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of
the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a
multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to
enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for
new students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg
University. It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
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Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
Student organizations provide students the opportunity to become involved in various interests, passions, and
activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and
develop an organization around a common purpose while making an impact on both the Augsburg and greater
community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students
to gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and
mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and
greater communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long
skill-building training program.
Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness,
knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments
for incoming first-year and transfer students by learning to work across social identities and backgrounds while
implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with
the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about university
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about university resources and services, hear about
academic programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Military and Veteran Services
The Student Veteran Representative is available to provide assistance to active military personnel and student
veterans around concerns such as financial aid, military benefits, and student programming. To connect with them,
email studentvetrep@augsburg.edu.
The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who
are active military personnel and student veterans to lounge, study, and connect with each other.
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Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As
a university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry
staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, vocational discernment or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach,
retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are
examples of the wide variety of activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We equip
students, faculty, staff, and community members to address public issues, make change, and build a more trustworthy
democracy.
Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape
their lives and communities.
The Sabo Center serves as a:
Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting
campus and community through partnerships, classes, and more.
Leadership Incubator: We cultivate transformational public leadership through programs that build individual and
collective power.
Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make
change in their own communities.
Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and
democracy building. Utilizing a public work framework, we engage with students, scholars, and community members
to co-create democracy in our communities and in our institutions.
Bonner LEAD Fellows
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called Bonner
LEAD Fellows (Leaders for Equity, Action, and Democracy). Through this program, students have paid positions in
community based organizations and community serving programs. Those selected to be Bonner LEAD Fellows are
students with diverse racial, ethnic and geographical backgrounds and experience in community and public work.
Through placements with partner nonprofit organizations and community programs, students work an average of 220
hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a
low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their
work-study placements, students participate in civic engagement efforts on and off campus.
Campus Kitchen
Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish
bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs
focus on this engagement:
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Food to Share
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Meals served and grocery bags distributed by student employees, volunteers, and service learners to
youth programs, seniors, and community centers. Most of the meals are created with the surplus food
from Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food
distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes.
Food to Grow
o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community
members to grow their own food. Communal plots are open for anyone to harvest from, and excess
produce is incorporated into the meal program.
Food to Know
o Understanding our food system and community health through programs that educate on issues of
hunger and poverty, and cooking and gardening classes in the community and on campus. Participants
learn about the connections between food, health, and the environment; and develop cooking and
gardening skills.
Environmental Stewardship
Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic,
and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center
hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental
changes in our practices, facilities, curriculum, and campus culture.
Community Engaged Learning
Community Engaged Learning provides students with opportunities to understand and respond to social issues
through course-embedded service experiences and civic engagement activities. A key component of community
engaged learning is reflection on and analysis of community issues in order to promote personal and educational
growth and civic responsibility. By connecting classroom content with service-learning experiences in the city,
Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues.
Workshops
The Sabo Center offers workshops and training sessions on topics related to civic, community organizing, and political
engagement. Workshops are open to students, staff, faculty, and community members.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours.
Many other ensembles are available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus each year under the direction of the Theater Program and have the
opportunity to attend a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging
of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such
as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Life, Equity and
Inclusion Initiatives, American Indian Student Services, Latins Student Services, LGBTQIA+ Student Services,
Pan-Afrikan Student Services, Pan-Asian Student Services, University Events, the Copy Center, Shipping and Receiving,
Dining Services, and Mail Services.
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The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area
and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in
this area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day
Student Government serves as the primary voice and liaison between Day students and the administration, faculty,
and staff of Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are
ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal
articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell
also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s
archives and special collections. Our digital collections include full runs of campus publications such as The
Augsburgian, The Echo, Library and Murphy Square as well as numerous audio and video recordings documenting the
university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any
library in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research
guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health
and physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study
and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell
Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those
who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can
check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and
other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
https://sites.augsburg.edu/techdesk/, for more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are
available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The
university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled
classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed
fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready
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student machines can connect to the campus network from residence hall rooms or any building on campus using
WiFi. All of the AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
The Clair and Gladys Strommen Center for Meaningful Work provides career education and planning services that
equip students to make effective choices about their major and career path. We help students develop lifelong career
management skills that honor their unique gifts and aspirations, aligned with active citizenship in the world. The
Strommen Center plays an essential role in students’ overall education and includes a comprehensive resource center
that emphasizes the importance and value for all students to engage in internships, career development, and the
exploration of vocation.
We help students and alumni:
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Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
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Internships for Academic Credit
o An internship for credit is a carefully planned, work-based learning experience where a student focuses on
specific learning objectives. An academic internship is approved, supervised, and evaluated by a faculty
member in the department in which the student wishes to earn the internship credit. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their
experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4
semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours
per week or 80 total hours for the semester. Internships for four credits require a minimum time
commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16
semester credits of internship may count toward the total credits required for the degree. Upper division
internships completed off-campus for credit will fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are
typically part-time during the academic year and/or full-time during the summer, but may have flexible
start dates and schedules. Students choosing to complete this option will register for the internship
during the term in which they will be completing the experience, set learning goals, complete a minimum
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of 80 hours, and reflect on their experience. Strommen Center staff supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or
part-time. The Work Connections option allows AU students to utilize their rich and often extensive work
history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU
students choosing to complete this option will register for the Work Connections course (AUG EX4) during
the term in which they intend to complete their project and reflection work. Students write learning
outcome goals that integrate their on-the-job experience with classroom learning and complete reflection
assignments describing an academic and work connection. Strommen Center staff supervise and evaluate
the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university
and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating
units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students
in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers
academic progress questions, and provides comprehensive academic support (e.g., training in time management,
note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting).
Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year,
students declare their major and are assigned to a faculty mentor in their major department, developing the
faculty-student mentoring relationship.
While all students are required to meet with their faculty mentor(s) each term prior to registration, students are
encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must
declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records
and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is
submitted.
Auggie Achievers Program
Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in
one of several courses designed to develop and enhance important study habits and life skills needed to aid in
academic success. In addition, the program helps students transition to college through one-on-one meetings with
their academic advisor.
Tutoring/Supplemental Instruction Services
Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental
instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to
complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an email as soon
as a tutor is available.
Satisfactory Academic Progress Probation
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on
Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all
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necessary requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is
placed on the student’s record, which will prevent registration until the necessary Probation requirements have been
completed. Students who do not complete the requirements as needed, may be suspended. For more information see
the Satisfactory Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in
its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects
Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students
with diverse backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions
may include:
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities
and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good
academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good
academic standing, and graduate within six years. The program serves students who are low-income, first-generation
college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and
motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or
permanent residents or refugees, must demonstrate academic need for program services, and must be committed to
succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS
staff advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy
skill-building
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Academic degree planning, including registration planning each term, major and career decision-making, and
long-term course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly
at 612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the U.S. Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs
who are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2)
a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a
group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A
major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a
faculty mentor. Scholars receive a $6,000 research stipend, plus a room and board stipend, and funding for research
supplies. Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
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A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
3-Day Graduate School Application Bootcamp
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
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Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking
research, scholarship, and graduate and pre-health science opportunities. URGO also supports faculty and staff in
their work to engage students in these areas. Services include:
Undergraduate Research
● Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $6,000, a supply budget and
a housing stipend.
● Academic year research
$1,200 to pursue scholarship with a faculty mentor
● Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students
to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
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Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Global Grant
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Obama Voyager Scholarship
Public Policy and International Affairs
Pickering, Payne and Rangel Fellowship
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
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Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
Other Initiatives
● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
● Fund student travel to national academic conferences to present research findings.
● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private
colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people
are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, staff, and off-campus partners to explore how each person’s contributions can be uniquely valuable
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and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this
understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in
the curriculum as well as through the center’s various initiatives.
The Christensen Center for Vocation is committed to working with diverse religious communities, nonprofit
organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be
informed citizens, thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its
core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other
proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to
recovery focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access
to campus support services in order to ensure their educational success. Participation in StepUP offers students
leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give
back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join
together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the
friendships and bonds that students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Life
The Department of Multicultural Life strives to be a national leader in multicultural student success and social justice
education within higher education. Through collaboration with key departments, offices, and individuals; the
development and implementation of cultural- and social-critical educational programming; and the focused
mentoring and support of historically underrepresented student populations, the department works to co-create a
university environment that allows for all members to fully engage in the entirety of their collegiate experience.
MLife is the sister department of Equity and Inclusion Initiatives (EII). EII’s department mission is to facilitate the
creating and maintaining of a University environment that affirms, engages, and values the wholeness of all
individuals so that they may fully immerse themselves in the Augsburg experience.
List of Programs in Multicultural Life:
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American Indian Student Services
Latinx Student Services
LGBTQIA+ Student Services
Pan-Afrikan Student Services
Pan-Asian Student Services
For more information, visit https://www.augsburg.edu/multicultural-life/. You can also find us on Facebook
@Multicultural Life- Augsburg University and Instagram at @aumulticulturallife.
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978.
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Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Native students.
For more information, visit https://www.augsburg.edu/aissp/.
Latinx Student Services
Originally established in January 1994 to support a growing population of international and second generation
Hispanic and Latinx students, the office of “Hispanic/Latino Student Services” was rebranded in 2017 to “Latinx
Student Services” in recognition of the changing demographics and varied needs of current Latinx students at
Augsburg University.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Latinx students.
For more information, please visit https://www.augsburg.edu/lss/.
LGBTQIA+ Student Services
Originally a student group named BAGLS (Bi-sexual and Gay Lesbian Services), Lesbian, Gay, Bisexual, Transgender,
Queer, Intersex, and Asexual (LGBTQIA+) Student Services was transformed into a program when the first permanent
staff person was hired in 2003.
Now LGBTQIA+ Student Services works to improve the campus climate for all students at Augsburg University by
developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that
honors and affirms the wholeness of all identities.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Latinx students.
For more information, please visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at
@augsburglgbtqia.
Pan-Afrikan Student Services
Pan-Afrikan Student Services traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to the Civil Rights era through sit-ins and teach-ins held on and off campus. As a result,
Black Student Affairs was born and it has evolved over the years into Pan-Afrikan Student Services.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Pan-African students.
For more information, please visit https://www.augsburg.edu/panafrikan/.
Pan-Asian Student Services
The Pan-Asian Student Services program was created at Augsburg University in 1992 to help recruit and retain
Asian-American students and to enhance the quality of their overall collegiate experience.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Pan-Asian students.
For more information, please visit https://www.augsburg.edu/panasian/.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that
recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year. Scholastic Connections is a scholarship program for high-achieving undergraduate
students of color at Augsburg University. It is designed to assist students succeed in completing their undergraduate
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degree and prepare them to be engaged, successful citizens of the world on graduation by facilitating career
development and planning.
First-Time Applicants Eligibility Criteria:
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A GPA of 2.5 or higher
Must have completed at least one full semester at Augsburg University or currently working to complete one
semester by award date.
Must have at least one full academic year of their education remaining.
Be enrolled as a full-time student in the Augsburg Day program for the academic year.
Meet the university’s standard of conduct
Must demonstrate financial need, defined by Student Financial Services.
Complete application and submitted prior to deadline
Previous Recipients Renewal Criteria:
● Meet satisfactory academic progress as defined by the university which includes maintaining a minimum
cumulative GPA of 2.0
● Meet the university’s standard of conduct
● Have an updated academic/graduation plan
● Complete application the renewal application
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a
variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and
staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for
studying, relaxing, and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and
monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture,
which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives.
The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for
Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us
on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at
the WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term, confidential, strengths-based counseling, from a stance of cultural humility which seeks to
honor each student’s goals, cultural background, and identities. Counseling services are provided by licensed
counselors with extensive experience working with a college population. Counseling is free, confidential, and available
to all students enrolled at Augsburg. Through counseling, students can name personal strengths and challenges,
identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values
and choices. Counseling services to students include individual counseling, group counseling, assessment and referral
to additional campus and mental health resources, educational workshops, and consultations in the case of concern
for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship
concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues,
eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and
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other concerns. Professional counseling can help increase student academic success both by increasing the
opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to
academic success. If CWC staff are not the right source of support for addressing a student’s concerns, assistance with
referrals to community support and specialized services is available.
CWC also offers wellness educational programs for the Augsburg community. This includes activities and events to
increase student awareness and utilization of health and wellness related skills and tools. CWC staff collaborate with
classes, departments, and student groups to support the overall health and well-being of the Augsburg community. A
weekly Wellness Wednesday series offers opportunities to de-stress, develop connections, and learn about wellness
related tools and skills. To find out more about wellness related activities offered by CWC throughout the year, follow
them on instagram @augsburgcwc.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international
students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for
Wellness and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with The People’s Center, located just
across the street from campus. For students without health insurance, People’s Center provides certain clinic health
services (addressing basic health concerns, some immunizations, flu shots) with a minimal $5 co-pay at the time of
the visit. Emergency services of any kind are not covered through the contract between Augsburg and People’s Center.
People’s Center has dedicated staff available to assist students in accessing insurance if they would like to explore that
option. Students with health insurance can also access People’s Center for a variety of clinic or other health services.
A student’s health insurance provider will be billed for medical services and the student will be responsible for any
co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call
612-330-1707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall, the fitness centers are equipped with stationary
bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal
and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS
team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible
Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual
compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and
individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS
advises students regarding the F and J regulations so that students maintain their immigration status while completing
their academic programs.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
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Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban
and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad
or away in every student’s degree program.
Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs
challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.”
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity
to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, door gain fluency in a foreign language in many countries around the
world. Programs vary in length from one week to a year abroad.
Schedule a virtual or in-person appointment to learn how you can study abroad or study away in the USA.
studyabroad.augsburg.edu.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to students. Currently, Augsburg has active exchanges in Austria, China,
Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available
and all coursework is in English, with the opportunity to study the host country language. Travel grants are available
for these programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or
elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from
eight days to five weeks and offerings change annually. Scholarships are available for some programs.
Augsburg CGEE Programs in Africa, Europe, Latin America and the USA
The purpose of Augsburg’s CGEE programs in Africa, Europe, Latin America and the USA is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, living several weeks with host families in urban settings, and camping (on the
River Semester program). Scholarships are available.
Augsburg in Central America
New Activisms, Human Rights and Social Justice in Central America, Yucatan & Chiapas – Fall or Spring
This program explores the struggles of people in Mesoamerica, a region that stretches from central Mexico to Costa
Rica. While learning or polishing your Spanish, you will know more about the human rights crisis the region currently
faces from the perspective of historically marginalized communities (such as: Indigenous and Afro-descendant people,
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peasant communities, women, members of LGTBQ+, and youth). You will explore the historical causes of social, ethnic,
racial, and political conflicts that have shaped the region and engage with communities, groups and individuals who
are organizing themselves to respond to the challenges they face today: From the use of history and memory in local
struggles for reparation and justice; to reflections about how religion has informed feminist, Afro-descedant, queer,
and environmental initiatives; to sharing time with people carving out new economic and social alternatives or forced
to flee their homes due to political, environmental, or economic causes. See full program description on the program
website.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students
can take one course per session, and take up to four courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including
Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a
number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights. See a full program description on the program website.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical
Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical
context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual
Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world
experiences. See a full program description on the program website.
Liberal Arts, Migration and Social Change– Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in
various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future
academic and professional pursuits. This is an excellent program for those who also need to meet General Education
Requirements. Students can satisfy general education requirements in Fine Arts, Natural Sciences (with a lab), Social
Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options
available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment
options. See a full program description on the program website.
Communication and Media Studies: Migration & Social Change in Mexico — Fall
The mission of this program is to develop socially-conscious media professionals equipped for the challenges of
modern-day media, including responsible journalism on critical issues such as (im)migration and the environment.
Through hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant
returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants
will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional
lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies,
and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a
full program description on the program website.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate
and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program
description on the program website.
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Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its
goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231,
which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester. See a full program description on the program website.
Augsburg in Northern Ireland
Conflict, Peace, and Transition in Northern Ireland - Fall or Spring
Students will critically examine the work of justice, reconciliation, and repair while learning about the Northern
Ireland conflict, often referred to as “The Troubles”. This conflict and its legacy ripple out into the language,
governance, and everyday life of Northern Irish citizens.
Students will complete an intensive internship, lasting seven weeks of the program, coupled with an internship
seminar. Internships will allow students to be actively involved in the ongoing work of peacebuilding and community
development in the region. Additional courses include “Understanding the Politics of Northern Ireland,” and “Building
a Sustainable Democracy,” earning 16 credits on this program. Throughout the semester, students will meet with
community members directly impacted by violence, who now work to share stories and foster healing dialogue. See a
full program description on the program website.
Augsburg in South Africa and Namibia
Decolonizing the Mind: Racial and Environmental Justice in South Africa and Namibia —Fall or Spring
This program examines the crucial issues of justice and decolonizing the mind, from the perspectives of the new
democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South
African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build
nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by
today’s world—climate change, rapid globalization as well as under- and unequal development. Decolonizing the mind
is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available
courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different
departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the
program website.
River Semester Fall
Travel from the Headwaters to the Gulf of Mexico as part of this unique educational expedition. Students earn a full
semester of college credits with a customized curriculum focused on environmental justice and social change in the
Mississippi watershed. This is a chance to explore new ways of learning and living, outside the carbon-intensive
confines of mainstream educational practices. By traveling outdoors in a relatively isolated group, the River Semester
provides a COVID-safe alternative to on-campus classes and living in the dorms. See more information on the
program website.
Application Process
In order to Study Abroad or Away, students should follow these steps:
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Attend an information session (in person or online).
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Research programs.
Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general
requirements. Talk with Student Financial Services staff about payment options. Talk with family members and
other staff on campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline.
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the
affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines
and eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad
and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application
process includes a required Course Equivalency Form, where students list the courses they want to take on their
program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other
assigned faculty to meet the course equivalencies.
Credits, Grades and Residency
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Students studying off-campus for a semester/year must take a full load of credits.
Students must take courses with traditional A-F grading (P/LP/N is not permitted).
Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and
thus are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away:
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Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher
GPA.
Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term,
faculty-led programs may allow participation as a first-year if the student receives approval from the
faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before studying off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation
after admittance to an off-campus study program may be withdrawn from the program. In that case, the student
is responsible for all non-recoverable program costs incurred.
Students must resolve any outstanding balances on student accounts before studying off campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these
programs on a first come, first served basis. Space is limited, so early application is recommended.
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Costs and Financial Aid
The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program
fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular
financial aid to their off-campus study program costs.
Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals,
excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other
expenses are not included in the price of semester programs. To assist students with good financial planning, the
Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student
considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a
student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can
apply toward the program costs. Students should talk to the Study Abroad and Away team about additional
scholarships that are available for semester and academic year programs.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise,
and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on
Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply.
The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation,
and interpretation/translation services. However, students on winter and spring-break programs pay no additional
tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges.
Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the
additional cost of these programs.
Students are required to attend the information session and read the advising handbook for any updates to
scholarships and financial aid policies.
Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience
after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and
charged to the student account. Depending on when the notification of withdrawal is received, students may owe
only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the
program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if
applicable.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities
to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless,
students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as
program selection. Some accommodations cannot be effectively arranged if requested on short notice.
In addition, students should be prepared for the fact that disability is culturally defined differently around the world.
Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities.
However, providing access by US standards can present unique challenges in international settings. The expectation
on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the
country and culture, there may be different ways to define accessibility and different expectations in terms of
accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an
appointment with CLASS.
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Continuing Education Program
The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and
noncredit programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations
including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest
Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and
the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other
campuses. No additional fee is required for such an exchange, except for private instruction in music or approved
independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered
Augsburg University courses and do not impact the residency requirement. The permanent record of courses for
which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host
ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better
acquainted with the other schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States
Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout
the United States and Puerto Rico; students can register through normal course registration
processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF
and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a
corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command
and effective communication, develop physical fitness, and practice military customs and courtesies). College
students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and
college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty
Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on
the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an
agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at
Augsburg. For more information, visit the University of Minnesota Army ROTC website.
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Exchange Course Programs
Augsburg undergraduate students have the opportunity to enroll in classes through two course sharing consortia,
with individual course requests subject to review and approval by Augsburg faculty and staff. The primary purpose of
these agreements is to help students remain on track toward degree requirements if Augsburg is unable to offer a
class when needed. Registrations through these partnerships will be included in Augsburg tuition charges and
factored into student financial aid awards.
Students may take no more than one course each term through Augsburg’s exchange programs, including ACTC.
Requests to take more than one must be approved by academic petition.
Acadeum Course Share
Acadeum Course Share is a group of accredited colleges and universities that share select online courses to support
students in their educational goals. Students request enrollment within Acadeum, at which point Augsburg staff are
notified and will review the request. Please note that only courses included in the CIC Online Course Sharing
Consortium are available to Augsburg students.
The credit value, grading system, attendance policies, and all course dates are determined by the teaching institution
rather than Augsburg. If you have any questions about Acadeum, contact the Augsburg Registrar’s Office at
registrar@augsburg.edu.
Rize Education
Augsburg participates in the Rize course sharing agreement to supplement offerings for the Game Design major.
Interested students should contact Professor Jenny Hanson for more information.
Additional subjects through Rize may be approved in the future.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary
method of registration, although registration can be processed through the Registrar’s Office with a Registration Form
in instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
First-year students are required to meet with their academic advisor prior to registration for their first year. All other
students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students
should also consult with departmental advisors when planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear
as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student
will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a
number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances,
missing immunization forms, unmet financial aid requirements, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses
were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for
possible credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with
the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students
who believe they have already completed the prerequisite in question should contact the Registrar’s Office at
612-330-1036 or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
●
●
●
●
●
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify
the correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as
full-time students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester
credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22
semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For
students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This
includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit
limit will also incur a tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan
to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial
Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen
Center website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
●
●
Students must register the internship for the academic term that coincides with the internship experience.
Complete the online Internship Site Agreement form and the Internship Registration Form found on the
Strommen Center website under the Internships & Augsburg Experience section. The following signatures
must be secured prior to the start of your internship.
o Faculty Signature: If registering your internship for academic credit you will need to find a faculty
member willing to supervise and approve the internship based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship
information and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
●
●
●
Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor
and/or department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form.
For drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY courses.
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ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing,
the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will
pay their program's graduate rate for those courses.
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and
other types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass
grading system.
Explanation of grades:
Grade
Grade Points Description
A
4.00
A3.67
B+
3.33
B
3.00
B2.67
C+
2.33
C
2.00
C1.67
D+
1.33
D
1.00
D0.67
F / FN
0.00
Failure
P
0.00
Pass*
LP
0.00
Low Pass**
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses.
**The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate
courses.
Pass/Low Pass/No Pass Grades
Students who choose the P/LP/N option are cautioned:
●
●
●
In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of
at least a D-.
Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank
each as a C.
The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester
credits.
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●
Students may apply no more than eight semester credits with P or LP grades toward a major and no more than
four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are
graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they
indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by
the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The
Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in
the family, military commitment).
Faculty must submit the grade that the student has earned at the end of the semester, even if the student has
requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the
Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the
incomplete, which is determined by the faculty member in consultation with the student but must not exceed the
time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student
earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade.
To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or
more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's
discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of
classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if
the student requests an extension and special circumstances warrant the extension.
The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email
approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve
a longer extension.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected
that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed
and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W
grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not
negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics
courses with the same course number. Courses in which higher grades have been earned may not be repeated for
credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade
requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each
semester and grades earned, including W and N, will be recorded on the academic record.
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A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than
one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will
not receive financial aid for a course that has been previously passed twice.
If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for
graduation purposes. All attempts will, however, remain on the student’s transcript.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to
audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
LP
Low Pass, D-, D, or D+ achievement (undergraduate courses only)
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will
not be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting the Office of Academic Affairs.
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Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Withdrawal from University
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from University form. The
deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and
any consequential adjustments in accounts are effective as of the date the Withdrawal from University form is
submitted to the Registrar’s Office. Students must submit an Application for Readmission to re-enroll.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows
continued access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the
subsequent semester, the student’s file will be deactivated and the student must submit an Application for
Readmission to re-enroll. The deadline to file a Leave of Absence form is the end of the drop/add period at the start of
each semester.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email
and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file
will be deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty.
This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to
active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s
Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete
agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect
this.
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Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all
parties and aid in this process.
Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student
Financial Services, and Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the
deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every
other week during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Only one catalog year may be elected and will apply toward all of a student's general education, major, minor, and
concentration requirements. All policies in that year's catalog apply. By default, a student's catalog year will be
determined by their first semester of enrollment at Augsburg, or re-enrollment as noted below. Students can request
a different catalog year by sending an email to graduation@augsburg.edu.
Active Students (Registered, Leave of Absence, Term Off)
●
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
●
●
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including
summers) may elect to satisfy the general education and departmental requirements outlined in the
catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect
while an active student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect
at the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
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Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official
transcript(s). Credit is granted for college-level coursework completed at regionally accredited institutions with a
grade of C- or better. Credit from non-regionally accredited institutions may be approved if there is a transfer
agreement in place or by petition.
Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis
in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution will be
evaluated on an individual basis.
The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a
student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at
Augsburg. (Refer to the Graduation section of the catalog.)
Augsburg credits are calculated in semester hours. Credits transferred from an institution using quarter hours will be
converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number
of credits that would have been earned had the equivalent course(s) been completed at Augsburg.
The number of upper-division credits earned from transfer work is based on the course level of the transfer course(s)
at the transfer institution, not the course level of the equivalent Augsburg course(s).
Transferred coursework with the Augsburg equivalents are captured on the Transfer Evaluation and the degree audit,
both of which are accessed from Records and Registration. Credits accepted in transfer are reported on the student’s
transcript. Transfer evaluation comments (if any) are sent to the student email address and stored on the comments
tab of the degree audit.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s
cumulative grade point average. Because of this, students who receive a low grade on a course at Augsburg should
retake the course at Augsburg rather than take an equivalent course elsewhere. A transferred equivalent will not
improve their Augsburg GPA, nor will their transcript show that a higher grade was earned later for the course (or its
equivalent).
Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses
at other institutions to ensure compliance with transfer credit policy and residency requirements and to be assured
that a transfer course will achieve the student’s desired objective(s). Additional resources about transferring credit are
available on the Registrar’s Office website. The resources include access to a free, powerful tool called Transferology.
Transferology can be used by students and advisors to research transfer course equivalencies and/or develop transfer
pathways from universities across the country.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing
institution or via an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300).
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Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will
satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course
(RLN 100 or RLN 300), and will waive one of two Health and Wellness requirements.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced
Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
●
●
●
Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of both Health and Wellness requirements
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the
credit recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions.
Students should submit official transcripts from these schools during the admission process.
Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning
may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts
college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s
previous learning, other than that which is transferred from another accredited institution, may be presented for
examination for possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal
arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee
evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for
credit recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on
the Registrar’s Office webpage.
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Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some
exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit
granting guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or
above the American Council on Education’s recommended score on an approved examination may receive academic
credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office
webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their
level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
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There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related
to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit
assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the
faculty team applies the following criteria:
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There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
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Students may apply for the credit assessment process after completing at least one term of academic work at
Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not
be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to
initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon
approval of each course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg
allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential
learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the
assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams,
and credit granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total
semester credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P) or Low Pass (LP)
o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than
four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic
department. Departments with major or minor programs that allow a different number of P-graded credits
have defined those limitations along with their major and minor requirements in the catalog.
2. Completion of 36 upper division credits (numbered 300 or above).
3. Completion of a Major—Requirements for each major are listed under the departmental headings.
4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under
the Augsburg Curriculum section.
5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some
academic programs require a higher grade point average or a specific minimum grade in each course. See the
departmental section for details about the grade and grade point average for individual majors and minors.
6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
● Transfer courses count against the senior residence requirement. Therefore, students are encouraged
to complete transfer work prior to the final 32 credits for the degree.
● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
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The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with an academic advisor or faculty mentor about any questions or
concerns. In conjunction with their faculty mentor or advisor, students should consult their degree audits when
preparing for registration. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office
are available for counsel and assistance in program planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program.
Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate
application is what makes a student eligible for commencement ceremony communications and the conferral of their
degree upon program completion.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office
about specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incomplete or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors. (See individual department and program
descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University
community to celebrate academic achievement. Participation in commencement, however, does not mean that a
student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met,
regardless of participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1)
no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the
remaining requirements will be completed in the summer or fall semesters immediately following commencement.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future
ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement
ceremony selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon
completion of the final degree requirement. This mailing will be sent to the address that displays in their Records &
Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing
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addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s
Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following undergraduate degrees: Bachelor of Science, Bachelor of Arts, and
Bachelor of Music.
Final, Official Transcript
Each graduate who has satisfied all Student Financial account obligations at the time of the diploma mailing will
receive their official transcript in a sealed envelope as part of the diploma mailing. To remain official, the sealed
transcript envelope must remain sealed.
Each graduate who has not satisfied all obligations at the time of the diploma mailing will be responsible for taking
care of their Student Financial account obligations. Once met, their official transcript will be mailed to them and
additional copies can be ordered and released.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the
following standards could result in suspension from the university.
Requirements
At the end of each fall, spring and summer term, the university will review the academic progress of all registered
undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain
a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including
transfer credits).
Students who do not meet these requirements will be placed on Academic Probation.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits
as defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not
been submitted when SAP is run will count against completion rate.
Repeat courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
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Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
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Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the
student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail
to meet SAP standards and appropriate notation will be placed on the permanent transcript.
Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on
the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning.
If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students
earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation
requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid
Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will
again be required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do
not follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university.
Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension
to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are
included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full
academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will
review the application for readmission. Recommendations on how to be successful in the readmission process may be
outlined in the suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less
than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn
less than a 1.00 GPA during their first term at Augsburg will be suspended.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement
during the term. Students can qualify for the Dean’s List in two ways:
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Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be
considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to
their hometown newspapers.
Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans, eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial
Services about completion of enrollment verification and the forwarding of other information to the Department of
Veterans Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses
are covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which
they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core
curriculum introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of
Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspective. The Language courses introduce students to the skills and
sensibilities necessary to cross cultures and work across differences. Wellness courses offer students opportunities to
develop skills and habits of healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare
for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life
and religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in
its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by
the faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
● identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
● articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education
requirements), major requirements, and electives. Some students may need to complete entry-level skill courses
before enrolling in college-level classes. The general education requirements include a liberal arts foundation,
signature courses and experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
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Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
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Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
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Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
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Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
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Mathematics
Writing
Language Placement
and, if applicable, English Language Learning
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First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all
required developmental and writing courses by the end of their third term. The developmental courses subject to this
policy are:
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ENL 101
ENL 111
ENL 217 / 218
MAT 090/ 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group
(MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their
MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test,
administered by Academic Advising. Students are required to take the Math Placement Test before registering for the
first term. Practice questions and other information are available on the Academic Advising website -- students are
encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of
enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on
preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 090:
Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in
MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course
changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who
transfer an equivalent English composition course from another institution or Advanced Placement English Language
and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can
use that sample in place of the writing placement test. All other students must take the Writing Placement Test,
administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective
take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental
take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL
101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin
their exploration of modern language at the level identified by the placement test. This online placement is
administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty
representing those specific languages. Students speaking other languages can take a test through Language Testing
International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for
classes taught in English and may need to complete an English Language Learning course(s). This placement is
administered by Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing II with a grade of C-, P, or higher, or transfer in an equivalent course.
Attendance on the first day of class is required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review
and sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence
will have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness
course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered
through the Health and Physical Education Department each semester. There is a fee to take the Recreational
Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out
of this requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
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Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
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Liberal Arts Foundation
Signature Curriculum
Skills Development
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The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as
its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging
Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing
ways in which written communication can promote understanding and productive engagement among different
cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful
communication among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is
“spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion
courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors.
RLN 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs
and the commitments and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and
Gender, Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts
Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II
requirement, that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
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Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg
education—vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on
the meaning of their educational experiences and consider issues of transition as they prepare for their lives after
Augsburg. Many Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their
place in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate
courses outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines.
Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are
part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed
after a bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the
Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of
major courses with their faculty mentors.
Majors and Areas of Emphasis
Accounting
American Indian, First Nations, and Indigenous Studies
Art Education
Art History
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Arts/Literature
Communication Studies
Computer Science (BA or BS)
Critical Race and Ethnicity Studies
Cross-Cultural Studies
Data Science (BS)
Economics
Applied Economics
Economics
Economics/Business Administration
Economics/Political Science
Mathematical Economics (BS)
Education
Elementary Education (BA or BS)
Kindergarten-Elementary (BA or BS- licensure)
English as a Second Language
Special Education: Academic Behavioral
Strategist
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Music
Music (BA)
Music Education (BM)
Music Education (Community-Based,
non-licensure track) (BM)
Music Therapy (BS)
New Media
Nursing (BSN - offered through AU only)
Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Political Science
Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy/Political Change
Psychology
Religion
Social Work (BSW)
Sociology
Spanish
Student-Designed Major
Studio Art
Theater
Theology and Public Leadership
Urban Studies
English
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Graphic Design
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Minors
Accounting
American Indian, First Nations, and Indigenous Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Critical Race and Ethnicity Studies
Culture and Social Justice
Data Science
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Creativity
Music
Music Business
Music Production
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
● A statement of learning goals and objectives
● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language
course, and at least five of which are upper division) and a discussion of how the courses are related to the
program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually
associated with an academic major. Proposals must include research describing comparable programs of study at
a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys
Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal
should provide information showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
● A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
● Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal petition
process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that
the student is making progress towards the degree. Students should know that registration for ACTC courses can be
limited and are advised to submit registration materials at the earliest possible time.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
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Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of American
Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance
requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School
Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support,
including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
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Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching
to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support
their teaching. They are actively involved in an exciting faculty development program that introduces them to current
thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must
be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for
three-and-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled
“Maroon,” and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to
19 credits per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 19 credits per semester.
Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
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Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they
do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by academic departments that are grouped into three divisions for administrative
and instructional purposes:
Fine Arts and Humanities
Natural and Social Sciences
Professional Studies
American Indian, First Nations, and
Indigenous Studies
Biology
Business Administration
Art and Design
Chemistry
Education
Communication Studies, Film, and
New Media
Clinical Psychology
Health, Physical Education, and
Exercise Science
Critical Race and Ethnicity Studies
Economics
Nursing
English
Mathematics, Statistics, and
Computer Science
Gender, Sexuality, and Women’s
Studies
Physics
History
Political Science
Languages and Cross-Cultural
Studies
Psychology
Music
Sociology
Religion and Philosophy
Theater
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Social Work
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian, First Nations, and Indigenous Studies
American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the
original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the
history and present situation of American Indians. The program emphasizes the interrelations among history, culture,
language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of
American Indians. This course of study exposes students to the richness and beauty of North American Indigenous
cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, , Vinodh Kutty, Jennifer Simon
Degree and Major Requirements
American Indian, First Nations, and Indigenous Studies Major
Ten courses, including:
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AIS 105 - Introduction to American Indian Studies
AIS 202 - Indigenous Forms of Cultural Expression
AIS 205 - Contemporary American Indian Issues
AIS 304 - Engaging Native Communities
AIS 380 - Decolonizing Practices: Reading, Writing, Research
AIS 405 - Indigenous Activism and Resistance in the Americas
Four elective courses, of which at least two must be upper division, chosen from the following:
o AIS 193 - Topics Workshop: Well-Being and Success in the University
o AIS 208 - Native American/First Nations Women and Film
o AIS 264 - American Indians in the Cinema
o AIS 295 - Topics
o AIS 299 - Directed Study
o AIS 302 - Indigenous Expressive Forms
o AIS 305 - Indigenous Issues of the Americas
o AIS 364 - Indigenous Filmmakers
o AIS 393 - Topics Workshop: Well-Being and Success After University
o AIS 396 - Internship
o AIS 397 - Internship
o AIS 398 - Internship
o AIS 399 - Internship
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o HIS 236 - American Indian History
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
o RLN 370 - American Indian Spirituality and Philosophical Thought
*AIS Majors complete the Keystone requirement by taking AIS 405.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by DST 164, MAT 111,
MAT 145, MAT 146, MAT 163, or PHI 230. Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
American Indian, First Nations, and Indigenous Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major
metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community
engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 10-15 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Coordinator
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student
supply kit fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and are met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Design
● ART 107 – Drawing
● ART 240 - Art History Survey
● One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 220 - Screen Printing I
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
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Five additional studio arts courses
Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg
major requirements. The state requirements may also be subject to change after publication of this catalog. Students
therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Design
● ART 107 – Drawing
● ART 240 - Art History Survey
● One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
● One course in graphic arts from:
o ART 132 - Photography I
o ART 220 - Screen Printing I
o ART 223 - Print Making I
● One course in fibers: ART 280 - Hand Papermaking and Book Arts I
● One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 – Typography
● Two second-level courses in two different disciplines
● Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
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ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public
presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in
the spring semester.
Graphic Design Major
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All of the following skill and workshop courses:
o ART 124 - Graphic Design Production: InDesign
o ART 125 - Graphic Design Production: Illustrator
o ART 126 - Graphic Design Production: Photoshop
o ART 127 - Graphic Design Production: HTML/CSS
o ART 226 - Artist Workshop
All of the following core courses:
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 240 - Art History Survey
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
o ART 425 - Advanced Design Studio IV
One of the following courses in drawing:
o ART 107 - Drawing
o ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
o ART 105 - Introduction to Architectural Drawing
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
One elective ART course (4 credits):
o Any other ART course not listed above
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History Major
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Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
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Two studio courses:
o ART 102 - Design or ART 107 - Drawing
o ART 118 - Painting I or ART 221 - Sculpture I
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
● ART 105 - Introduction to Architectural Drawing
● ART 210 - Drawing for Design in Architecture
● ART 243 - History of Architecture to 1750
● ART 244 - History of Architecture after 1750
● ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
The following skill courses:
● ART 124 - Graphic Design Production: InDesign
● ART 125 - Graphic Design Production: Illustrator
● ART 126 - Graphic Design Production: Photoshop
● ART 127 - Graphic Design Production: HTML/CSS
The following core courses:
● ART 107 - Drawing or ART 122 - Plein Air Sketching I
● ART 201 - Introduction to Graphic Design
● ART 202 - Typography
● ART 315 - Graphic Systems
● ART 324 - Design Studio I
Studio Art Minor
Five courses including:
● ART 107 – Drawing
● ART 240 – Art History Survey
● Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
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Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying
molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust
platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck, Joan Kunz, Benjamin Binder, Amanda Case, Vivian Feng, Michael Wentzel (Chair).
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
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BIO 151 and 151L - Introductory Biology
BIO 354and 354L - Cell Biology
BIO/CHM 369 and 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and 115L - General Chemistry I and Lab
CHM 116 and 116L - General Chemistry II and Lab
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L - Calculus I
One of MAT 146 or MAT 255
o MAT 146 and 146L - Calculus II
o MAT 255- Multivariable Calculus
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 355and 355L- Genetics
o BIO 361 and 361L - Plant Biology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
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o BIO 486 - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
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process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty
committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of C- in all courses that are prerequisite for higher
level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a
grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division
biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses
applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson Blackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and
physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research
through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic
Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
BIO 354 and 354L - Cell Biology
BIO 355 and 355L - Genetics
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
One of PHY 107, PHY 116, or PHY 121
o PHY 107 and 107L - College Physics I
o PHY 116 and 116L - Introduction to Physics
o PHY 121 and 121L - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of DST 164, MAT 145, MAT 163, or PSY 215
o DST 164 - Introduction to Statistics (with R)
o MAT 145 and 145L - Calculus I
o MAT 163 - Introductory Statistics
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
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o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five additional upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481,
or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two
different BIO485 courses in place of one upper division elective:
o BIO 351 and 351L - Invertebrate Zoology
o BIO 353 and 353L - Comparative Vertebrate Anatomy
o BIO 361 and 361L - Plant Biology
o BIO 369 and 369L - Biochemistry
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 481 and 481L - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 and 320L - Environmental Science
o PHY 317 and 317L - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least
four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester
sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or
other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from
several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology
Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
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Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the
time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses
(200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 354, BIO 355 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 354 and BIO 355 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey
Richardson Blackwell. Post-baccalaureate programs generally discourage students from taking courses with the Pass/Low
Pass/No Pass option.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through
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internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required
or elective courses are determined by the department following review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education
experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories
and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy
Freiheit (Psychology), David Matz (Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 354and 354L- Cell Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Psychopathology
o Either PSY 299 or two semesters of PSY 360
▪ PSY 299 - Directed Study (Research in Biopsychology)
▪ PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 355and 355L- Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
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o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. At least two of the electives applied
towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated
by three members of the Biopsychology faculty. Formal application must be made no later than the junior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a
curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs
of the business community. The department fosters close ties with the corporate community that provide a wealth of
practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve
both the student and the community by providing an education that is technically competent, ethically based, and
socially aware.
Faculty
Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jacob Enger, Cory Erickson, Marc D. Isaacson, Soebin Jang,
Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization),
Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is
also a combined Business and Economics major, which incorporates courses from both the Departments of Business
Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least
three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the
department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS,
MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member
in the student's designated major area or the chair.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is
recommended students start the process during their junior year. More information is available on the Departmental
Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information.
Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department
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offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for
international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those
courses towards their undergraduate degree. Students must meet the following criteria:
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Undergraduate business students in good academic standing with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA
courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course.
Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies:
No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42
additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should
seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the
courses selected will count toward the appropriate programs (at Augsburg or elsewhere).
P/LP/N Grades
Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester
credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details
regarding P/LP/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
o MAT 114 – Precalculus
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 202- Discrete Mathematics for Computing (MAT 202 is required for Management Information Systems
majors)
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o DST 334 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Foundations of Literary and Cultural Study
o ENL 241 - Introduction to Cinema Art
o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
o HIS 103 - A Global History of Europe Since 1750
o HIS 282 - Women and Gender in U.S. History since 1848
Further explanation of the above:
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The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding DST
164, MAT 204, MAT 205, MAT 163, and MAT 325).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
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MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 or MUS 420 - Worlds of Music
MUS 241 or MUS441 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of MIS 379 or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o FIN 331 - Financial Management
One additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379 and FIN331)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to
learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with
local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five
required courses are intended to be completed during the last three years of school with the capstone class taken during
their senior year.
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
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ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Individual Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
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of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of
accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Phyllis Kapetanakis
Minor in Accounting
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the
needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area
in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment
banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business,
government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
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ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
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BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC250 - Accounting for Entrepreneurs
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
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BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as
both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
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Must take MAT 202 as math course
Required MIS Courses:
Seven courses including:
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MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
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CSC 170 - Introduction to Object-Oriented Programming (Java)
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 479 - Business Analytics - Course has been discontinued – see director chair for alternative options
One of DST164, MAT 163, or MIS 379
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 202, MAT 145, or MAT 122
o MAT 202- Discrete Mathematics for Computing
o MAT 145 and 145L - Calculus I
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MAT 122 - Calculus for Social and Behavioral Sciences
Minor in MIS
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
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MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
o MKT 359 - Digital Marketing
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
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MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
o MKT 359 - Digital Marketing
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
112
Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that
meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
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To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate varied study areas with the sciences.
As science majors, they will be knowledgeable problem solvers who care and connect with the community.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining, understanding and appreciating the world around us. The presentation of major concepts
underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the
implications and limitations of science in our society will enhance the ability of non-science persons to make better
value judgments concerning science questions in their own endeavors.
Chemistry Faculty
Michael Wentzel (Chair), Jessica Allen, Benjamin Binder, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R.
Hanson, Joan C. Kunz
Degree and Major Requirements
Bachelor of Arts
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 369 and 369L - Biochemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 369 and CHM 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and
pre-professional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
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CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4-credits from:
o CHM 370 - Biochemistry II
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only
students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental
Honors by successfully completing the following:
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A summer or academic year chemistry, biochemistry or biophysics research or internship via successful
completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research).
Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry
Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal
letter of intent will be composed of no more than one page of text providing the following:
1. Title of project;
2. Abstract describing the project with special focus given to the questions that will be addressed, the
methods to be used and the expected outcomes;
3. Name and signature (with date) of your faculty mentor; and
4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry
Department) who have agreed to serve as your Departmental Honors Committee.
A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors
Committee within one week of submission. Successful completion of the Honors process requires a public presentation
of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March
15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal
letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year.
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Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Transfer Course Policy for Majors and Minors
Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the department, subject to review by
the chair. Only those chemistry courses successfully completed (C- or above) will be considered.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A
minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Communication studies is a discipline that utilizes quantitative, qualitative, rhetorical, and critical research to understand
and create effective messaging over a wide variety of different contexts. Communication professionals must understand
the role that audience and situation play in the creation and dissemination of effective messages. Successful
communicators have strong skills in written and oral communication, and in critical and analytical thinking. At Augsburg,
the study and practice of communication is grounded in an attempt to understand the role communication plays in
creating, maintaining, and challenging relationships and social systems.
Students majoring in communication will choose either a concentration in strategic communication or a concentration in
applied communication.
Faculty
Communication Studies
Kristen Chamberlain (co-chair), Robert Groven (co-chair), Jenny Hanson, David Lapakko, Michelle Mcateer, Jenna
McNallie
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Darcey Engen, Raven Johnson, Elise Marubbio
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Milda Hedblom, Christopher Houltberg, Jenna McNallie
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
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One of COM 111, COM 115, or COM 117
o COM 111 - Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o COM 117 - Business and Professional Speaking
COM 254 - Interpersonal Communication
COM 301 - Research Methods in Communication Studies
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 490 - Keystone: Critical Conversations about Vocation
Complete one of the following concentrations
o Strategic Communication
▪ COM 290 - Writing for Strategic Communication
▪ COM 328 - Multimedia Communication
▪ COM 330 - Crisis Communication
▪ COM 380 - Strategic Communication Campaigns
o Applied Communication
▪ COM 305 - Interviewing
▪ COM 345 - Organizational Communication
▪ COM 352 – Persuasion
▪ COM 355 - Small Group Communication
Complete two additional electives, including at least one numbered 300 or above, chosen from:
o COM 120 - Mass Media and Popular Culture
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o
o
o
o
o
o
o
o
o
o
COM 180 - Introduction to Communication Studies
COM 260 - Environmental Communication
COM 295 - Topics
COM 299 - Directed Study
COM 310 - Family Communication
COM 333 - Nonverbal Communication
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 495 - Communication Topics
COM 499 - Independent Study
NMS 230 - Social Media
Strategic Communication Concentration
Strategic communication focuses on the creation and evaluation of messages in the fields of journalism, public relations,
advertising and marketing. Professionals in strategic communication have an understanding in how research drives both
message creation and the assessment of the effectiveness of those messages. The impact of messages on various
audiences is an integral part of this concentration. Strategic communication emphasizes strong written, oral, and visual
communication skills.
Applied Communication Concentration
Applied communication is a versatile concentration that prepares communication professionals for a wide range of
careers and practices. Courses in this concentration will prepare students for careers in business and management,
human relations, nonprofit programming and operations, and community organizing. Students will develop skills that
make them more effective and ethical practitioners of communication in one-on-one situations, in working groups and
teams, and in organizational contexts. The applied communication concentration emphasizes relationship building as a
key component of effective communication.
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program with
a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in
the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
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COM 111 - Public Speaking
COM 180- Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
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o
o
o
o
o
o
o
o
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COM 120 - Mass Media and Popular Culture
COM 243 - Studio Production
COM 247 - Documentary History and Theory
COM 254 - Interpersonal Communication
COM 260 - Environmental Communication
COM 301 - Research Methods in Communication Studies
COM 299 - Directed Study
COM 333 - Nonverbal Communication
COM 345 - Organizational Communication
COM 352 - Persuasion
COM 355 - Small Group Communication
COM 380 - Strategic Communication Campaigns
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine core courses plus three electives from one of two tracks of study:
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FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
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ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 328- Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indians in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208 - Native American/First Nations Women and Film
ART 240 - Art History Survey
ENL 240 - Foundations of Literary and Cultural Study
ENL 328 - Screenwriting
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
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COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
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NMS 220 - Foundations of New Media
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NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
o ART 102 - Design
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photography
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 226 - Introduction to Creative Writing
o ENL 241 - Introduction to Cinema Art
o ENL 324 - Creative Non-Fiction
o ENL 328 - Screenwriting
o ENL 371 - History of Cinema
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 372 - Producing for Film and Television
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
o POL 495 - Impact of the Internet
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o
RLN 216 - Religion and Science in Popular Culture
New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 380- Strategic Communication Campaigns
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
Game Design and Development Major
This major emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the following courses:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
NMS / POL 371 - Internet Law
NMS 490 - Vocation and New Media
NMS 115 - Introduction to Game History and Design
NMS 252 - Content and Systems Design
NMS 352 - Unity I: Working With Unity
NMS 452 - Unity II: Advanced Unity
NMS 475 - Game Design Studio
CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 311 - Web Applications and Databases
Complete both CSC 170 and CSC 272, or just GDM4 through Rize Education
○ Both CSC 170 and CSC 272
■ CSC 170 - Introduction to Object-Oriented Programming (Java)
■ CSC 272 - UNIX and C
○ GSM4 - C# Programming
New Media Minor
Four core courses and 8 elective credits:
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NMS 220 - Foundations of New Media
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NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
POL 371 - Topics: Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the COM
351 for Communication Studies majors and one of DST 164, MAT 111, or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Critical Race and Ethnicity Studies
The outline of the Critical Race and Ethnicity Studies major and minor have been approved by the Augsburg faculty;
Augsburg is currently seeking approval through both the Higher Learning Commission and the Minnesota Office of
Higher Education.
Some courses listed below are still in development.
Degree and Major Requirements
A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses
must be numbered 300 or above. Each course for the major can only satisfy one requirement.
The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined
below.
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CRS 101- Introduction to Critical Race and Ethnicity Studies
CRS 300 - Critical Race and Ethnicity Studies Theory and Methods
CRS 490 - Critical Race and Ethnicity Studies Senior Seminar
Complete five focus area courses, with three in the primary focus area and one from each of the other two areas.
o Africana Studies
▪ CRS 120 - Topics in Africana Studies
▪ CRS 320 - Topics in Africana Studies
▪ CRS 420 - Colloquium in Africana Studies
o Asian American and Pacific Islander Studies
▪ CRS 140 - Topics in Asian American and Pacific Islander Studies
▪ CRS 141 - History Untold: Southeast Asian American Refugee Experiences
▪ CRS 340 - Topics in Asian American and Pacific Islander Studies
▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies
o Latine/x Studies
▪ CRS 160 - Topics in Latine/x Studies
▪
CRS 161 - Introduction to Cultural Studies in Latin American and the Caribbean
▪
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CRS 261 - Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the
Caribbean
▪ CRS 360 - Topics in Latine/x Studies
▪ CRS 460 - Colloquium in Latine/x Studies
Complete eight credits of additional CRS electives, beyond those applied to requirements above
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, MAT 111, MAT 145,
MAT 146, MAT 163, PHI 230, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minor in Critical Race and Ethnicity Studies
Complete CRS 101 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above.
125
Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics
courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for
approval.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
One course is required from each of the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American/First Nations Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 302 - Indigenous Expressive Forms
AIS 304 - Engaging Native Communities
POL 122/URB 122 - Social Justice in Urban America
126
National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 264 - American Indians in the Cinema
ART 290/ ART 390 - Native American Art
ENL 350* - African American Literature
ENL 365* - Contemporary Postcolonial Theory and Literature
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305† - Indigenous Issues of the Americas [Travel or Virtual Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Revolutions, Republics, and Resilience in Latin America
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/362 - Modern South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education and Experience at one of their international locations, while others may be done through a study
abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business
Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in
Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching
economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students
who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged
to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an
advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
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ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives (ECO399 may not be applied to this requirement)
One of DST 164, MIS 379, or MAT 163
o DST 164 - Introduction to Statistics (with R)
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
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One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 and 145L - Calculus I
o MAT 146 and 146L - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of DST 164, MIS 379, or MAT 163
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of FIN 331 or MIS 379
o FIN 331 - Financial Management
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o MIS 379 - Quantitative Methods for Business and Economics
One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement)
One four-credit upper division Business elective
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics (MIS379 recommended), chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
MAT 315- Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Professional Educator Licensing and Standards Board. These programs lead to recommendation for licensure to the State
of Minnesota for:
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Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life
science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include: mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that
candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to
register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the licensure
program are available through the department website. Students complete a semester of full-time student teaching at
the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching
semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for
licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the
new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
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Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision.
In addition to gaining Education Department approval for student teaching abroad, students must apply through the
Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Joseph Erickson, Jennifer Diaz (Chair), Terrance Kwame-Ross , Audrey Lensmire, Rachel Lloyd, Jason Lukasik, Sergio
Madrid Aranda
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
AIS 105 - Introduction to American Indian Studies
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite.
MAT 204 - Mathematics for Elementary Teachers I (fall)
MAT 205 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU, and/or transfer students with at least one college-level science course accepted in transfer,
or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Required education courses:
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
● EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
● EDC 310 - Learning and Development in an Educational Setting
Elementary Major coursework: (Courses from this point on require admission to the licensure program)
● EED 311 - K-6 Methods: Health
● EED 312 - K-6 Methods: Physical Education
● ESL 320 - Introduction to Linguistics
● EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
● EED 341 - K-6 Methods: Art
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EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics
EED 360 - K-6 Methods: Science
EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
EDC 375 - Learners with Dis/abilities
EDC 490 - School and Society or ESL 490 - Language, Culture, and Schools
Student Teaching
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can
graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
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EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Additional License or Endorsement
Social Studies (5-8th grade)
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POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Additional License or Endorsement
Mathematics (5-8th grade)
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
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One of MAT 163: Introductory Statistics, DST164: Introduction to Statistics (with R) (recommended), or MAT 373:
Probability Theory
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
General Science (5-8th grade)
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BIO 102 and 102L - The Biological World
BIO 121 and 121L - Human Biology
CHM 115 and 115L - General Chemistry I
CHM 116 and 116L - General Chemistry II
PHY107 and 107L - Introduction to Physics
SCI 106 and 106L - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Additional License or Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening framework during the academic year and summer semester
to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
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AIS 105 - Chemical Dependency Education
ENL 111 - Effective Writing II
Modern language prerequisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 375 - Learners with Dis/abilities
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
ESE 325 - Creating Learning Environments
ESL Major Courses
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ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
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HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
● AIS 105 - Introduction to American Indian Studies
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
Foundations Block II
● EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the licensure program .
Methods Block I
● ESE 300 - Reading/Writing in the Content Area
● ESE 325 - Creating Learning Environments
Methods Block II
● ESE 3XX - K-12 or 5-12 Methods in Content Area
Capstone Block
● EDC 375 - Learners with Dis/abilities
● EDC 490 - School and Society
Student Teaching Block
● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead
to licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
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ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
MAT 204 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
AIS 105 - Introduction to American Indian Studies
Required Education Courses for ABS:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
Students must be admitted to the licensure program to take courses beyond this point.
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EED 350 - K-6 Methods: Mathematics
EED 360 - K-6 Methods: Science
ESL 320 - Introduction to Linguistics for Teachers
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
EDC 375 - Learners with Dis/abilities
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License for Undergraduate Students
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
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EDC 375 - Learners with Dis/abilities
EDU 491 - Practicum and Seminar in Special Education
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
The Augsburg English Major is designed for students who love good stories. Professors in the department believe that
the best stories are those that challenge us, shock us, confuse us, unsettle us, change us, and demand that we respond.
The purpose of literature is to make a familiar world feel strange and new again; to expand our sense of empathy; to
“arrest our attention,” according to Saul Bellow, “in the midst of distraction.” Although English literature is steeped in
histories of oppression, colonization, sexism, racism, and other forms of violence, it has also been a vehicle for the
subversion of dominant ideologies and histories. Students who major in English encounter texts that are both
problematic and poetic, unsettling and beautiful, worldly and transcendent.
English majors may be poets, book lovers, activists. They might become grantwriters or teachers or editors, yes, but they
might also become lawyers, web designers, engineers, physical therapists, social workers, or business moguls. Whatever
path students choose, the English major will provide them with essential skills to guide their way: creative and critical
thinking and writing, research methods, argumentation, collaborative problem-solving, close reading, project
management, and leadership.
Most importantly, the major empowers students to strengthen and hone their interpretations, opinions, and voices.
“Powerlessness and silence,” as Margaret Atwood writes, “go together.” James Baldwin puts the same idea differently:
“You write in order to change the world.”
English Faculty
Robert Cowgill, Stephan Clark, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Kathryn Swanson, Mzenga
Wanyama (Chair)
Degree and Major Requirements
The major requires ten courses. Students may choose the general English Major, the major with a Creative Writing
Concentration, or the major with a Professional Writing Concentration.
All students majoring in English must complete five core courses and five electives.
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ENL 220 - Critical and Analytical Writing
ENL 226 - Introduction to Creative Writing
ENL 230 - Literatures of Identity, Power, and Resistance
ENL 240 - Foundations of Literary and Cultural Study
ENL 400 - Advanced Topics in Literature and Writing
Five ENL electives, including at least four numbered 300 or above
Students choose their electives from a variety of topics, some of which are offered yearly, others on an alternating basis.
Always check the department website for the offerings in any given four-year period.
Optional Concentrations Within the Major
English majors can choose to use the five electives for the major to complete a concentration.
Majors with a Creative Writing concentration must take exactly three Creative Writing (CW) designated courses (beyond
ENL 226). Creative Writing concentration courses are chosen from ENL 320, ENL 322, ENL 324, ENL 325, ENL 326, ENL
328, ENL340, and the MFA master class (ENL 531, ENL 532, ENL 533, ENL 534, or ENL 535).
Majors with a Professional Writing concentration must take exactly three Professional Writing (PW) designated courses
(beyond ENL 220). Professional Writing concentration courses are chosen from ENL 223, ENL 324, ENL 344, ENL 380, or
ENL 394.
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English Minor
Students choosing to minor in English must take five courses: two of the 200-level core courses and three electives, with
at least two electives at the 300-level.
To complete the minor with a Creative Writing concentration, exactly two of the three electives must be designated
“CW”.
To complete the minor with a Professional Writing Concentration, exactly two of the three electives must be designated
“PW”.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
English, Communication Arts, and Literature in Minnesota. Students are encouraged to take courses toward their major
during the first and sophomore years and to apply for the education licensure program no later than the spring of their
sophomore year.
Students must work with advisors in both the English Department and the Education Department in order to meet the
professional requirements within the Education Department as well as the requirements for the major. Should licensure
not be possible, graduation can be achieved through an English major or a Communication Studies major, both of which
would require additional coursework.
Prerequisite: ENL 111
Major Requirements (eight courses in English):
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
ENL 365 - Contemporary Postcolonial Theory and Literature
ENL 380 - Introduction to the English Language
One of ENL 394 or ENL 396
o ENL 394 - Teaching Writing: Theory and Practice
o ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL 360, ENL 361, ENL 371, ENL 372, ENL 375,
ENL 395, or ENL 400
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, theater, media production, or
other related activity (subject to department approval)
Additional Courses (outside the English Department):
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COM 111 - Public Speaking
COM 120- Mass Media and Popular Culture
One of COM 254 or COM 329
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
One additional communications elective, chosen from NMS220, NMS242, FLM180, COM243, COM247, COM351, or
POL342
Special Methods (two courses):
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ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
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Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education
Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors projects may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a
GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency
course in their genre. Upon successful completion of the same residency requirements as graduate students, master
class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits).
Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three
summer residency course requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual
instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a
grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111).
Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Effective Writing I (ENL 101) or Effective Writing II (ENL 111) can elect the traditional grading system or
P/LP/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
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Foundational Courses
The 200-level courses in the English major develop foundational competencies in reading and interpreting literary texts,
and provide opportunities for diverse literary discovery. These courses require ENL 111 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level literature courses concentrate on primary texts in historical and cultural contexts. These courses ask
students to practice interpreting literary texts by employing techniques, terminology, and research methods of the
discipline, resulting in effective and substantive expository writing about the subject. The 300-level writing courses ask
students to deeply engage and analyze published work as well as their own work and that of their peers. Unless
otherwise indicated, students must take one of the 200-level requirements or gain the consent of the instructor as a
prerequisite for a 300-level course.
The 400-level course emphasizes writing, scholarship, criticism, and/or theory at an advanced level. Any 300-level course
or permission of the instructor serves as a prerequisite for the 400-level. The 400-level course must fulfill the keystone
requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s
program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences,
humanities, and professional studies to examine the interdependence between humans and the natural world. It
provides an understanding of the ecological, social, and cultural processes and problems that bind that world together.
Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day,
and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents.
Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an
opportunity for the close study of complex urban environments and their relationship to wider ecological systems.
Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In
turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies
program simultaneously studies ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in
settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the
program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate
school, education, ministry, and corporate settings.
Environmental Studies Faculty
Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina
Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English),
Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva
(Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political Science, Program Director), John Zobitz
(Mathematics).
Degree and Major Requirements
Environmental Studies Major
A total of 14 courses, as follows:
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BIO 152 and 152L - Ecology, Evolution and Diversity and Lab
ECO 113 - Principles of Microeconomics
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering
with more than 63 credits) must take 1 section
ENV 320 and 320L - Environmental Science and Lab
ENV Internship (ENV 396, 397, 398, or 399)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
One of SWK 210 or ENV 340
o SWK 210 - Environmental Justice and Social Change
o ENV 340 - Climate and Environmental Justice
One of CHM 102 or CHM 115
o CHM 102 and 102L - Chemistry for Changing Times
o CHM 115 and 115L- General Chemistry I and Lab
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One lower division elective chosen from:
o AIS 105 - Introduction to American Indian Studies
o AIS 205 - Contemporary American Indian Issues
o COM 260 - Environmental Communication
o POL 241 - Environmental and River Politics
o SOC/URB 111 - City Life: Introduction to Urban Sociology
One research methods course chosen from:
o COM 301 - Research Methods in Communication Studies
o DST 164 - Introduction to Statistics (with R)
o ENV 360 - Field Research Methods and Investigation
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o POL 483 - Political Statistics and Methodology
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
One additional upper division elective chosen from:
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 481 and 481L - Ecology and Lab
o ECO 370 - International Economic Development
o ENV 310 - Environmental Politics Field Seminar
o ENV 330 - Topics in Environmental Studies
o ENV 340 - Climate and Environmental Justice
o ENV 350 - Ecology and Socio-Ecological Systems Change
o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o RLN 333/WST 313 - Environmental Theology and Ethics
o SOC 380 - Disaster and Resilience
o SOC/URB 381 - City and Regional Planning
One of ENV 492 or ENV 490
o ENV/URB 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project
Environmental Studies Minor
Five courses:
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ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit)
SWK 210 - Environmental Justice and Social Change
Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300
or above:
o Humanities
▪ COM 260 - Environmental Communication
▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
▪ RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
▪ ECO 365 - Environmental Economics
▪ ENV 310 - Environmental Politics Field Seminar
▪ POL 241 - Environmental and River Politics
▪ POL 325 - Politics and Public Policy
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▪ POL/WST 341 - Globalization, Social Struggle and the Environment
▪ SOC 380 - Disaster and Resilience
Natural Sciences
▪ BIO 152 and 152L - Evolution, Ecology, and Diversity
▪ BIO 420 - Conservation Biology
▪ BIO 425 and 425L - Freshwater Ecology
▪ BIO 481 and 481L - Ecology
▪ CHM 115 and CHM 115L- General Chemistry I
▪ ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods
requirement.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael
Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary
Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least
three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or DST 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Love, Intimacy, and Sexuality
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
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POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics
o WST 341 - Globalization, Social Struggles and the Environment
o WST 357 - Mexican History, Culture and Cosmovision
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies and Social Change
o AIS 208 - Native American/First Nations Women and Film
o AIS 305 - Indigenous Issues of Central America
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The
Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills
Community College that governs students from these institutions with a Women’s Studies certificate who transfer to
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Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and
Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied professions.
This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Nick Brundy, Anthony Clapp (Chair), Christopher Dixon,, Jill Everett, Aaron Griess, Mike Humphreys, Holly LaBerge,
Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael-Bretscher, Michael Navarre, Ana Ribeiro, Eric Rolland,
Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala
Degree and Major Requirements
Health Education Major
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Health Education Minor
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Physical Education Major
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 321 - Motor Learning and Development
HPE 324 - K-6 Physical Education Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 370 - Prevention and Care of Athletic Injuries
HPE 451 - Physiology of Exercise
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 Physical Education Games and Activities
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HPE 334 - 7-12 Sport Skills and Activities
HPE 451 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 214 - Health and Safety Education
HPE 280 - Coaching Theory
HPE 370 - Prevention and Care of Athletic Injuries
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Exercise Science Major, BA
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 215 - Health and Exercise Psychology
HPE 300 - Nutrition for Exercise Science
HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship in Exercise Science
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in physical therapy. Students
wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 – Medical
Terminology, and one of MAT 114 – Precalculus or MAT 145 – Calculus.
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HPE 104 - Components of Fitness
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 300 - Nutrition for Exercise Science
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HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o BIO 320 and BIO 473
▪ BIO 320 and 353L - Comparative Vertebrate Anatomy
▪ BIO 473 and 473L - Physiology of Humans and Other Animals
o HPE 203 and HPE 303
▪ HPE 203 and 203L - Human Anatomy and Physiology
▪ HPE 303 and 303L - Advanced Human Anatomy and Physiology
o BIOL 2610 and BIOL 2620 (St. Catherine)
▪ BIOL 2610 - Human Anatomy and Physiology I
▪ BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or DST 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o DST 164 - Introduction to Statistics (with R)
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Psychopathology
Complete four credits of electives chosen from:
o HPE 115 - Chemical Dependency Education
o HPE 215 - Exercise and Health Psychology
o HPE 282 - Motor Learning and Development
o INDI 2220 - Medical Terminology (at St Catherine University)
o MAT 114 - Precalculus
o MAT 145 - Calculus I
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Exercise Science Minor
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BIO 103 - Human Anatomy and Physiology
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 451 and 451L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 214 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 280 - Coaching Theory
o HPE 315 - Exercise Testing and Prescription
o HPE 321 - Motor Learning and Development
o HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
o HPE 404 - Advanced Fitness Training
For a complete list of courses and descriptions, see the Course Description Search.
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History
Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came
to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures.
We cultivate a critical understanding of past and present that helps students become thoughtful, informed, and engaged
participants in the world.
Students who major in history ask careful questions, consider multiple perspectives, analyze information, see
experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st
century. They enrich their own lives and develop the skills to help them make significant contributions to the broader
world. After all, history is to a community what memory is to an individual—it is the foundation of identity.
History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to
pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found
careers in law, education, or cultural institutions. Today, they also work in media and communication, management,
manufacturing, information technology, administration, finance, social services, data management, and sales. Many
pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and
business.
History Faculty
Michael J. Lansing (Chair), Jacqueline deVries, Taryn Marashi
Degree and Major Requirements
History Major
Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy
one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at
Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending
on specific offerings.
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HIS 200: Why History Matters
HIS 300: Doing History in Public
HIS 400: Research Seminar
Six total elective courses, with at least three being upper division courses, including:
o Three global area electives from three different global areas:
▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386
▪ Africa: HIS 104, 187, 327, 346, or 387
▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388
▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332,
335, 336, 338, 343, 349, or 389
▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474
o One pre-1800 elective chosen from:
▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120
o Two additional HIS electives
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the
following courses (both required for majors):
S: HIS 400
W: HIS 200 and HIS 400
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The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146,
MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major
requirements. The state requirements will also be subject to change after publication of this catalog. Students should
consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social
Studies.
Minor
Five HIS courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are
advanced. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and
400-level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission
to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS
300, and HIS 400. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
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A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty mentors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
o BUS 465 - International Management
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COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Cultures of Empire: A Multinational Britain
HIS 440 - Topics in World History
HIS 474 - Europe and the World
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
RLN 276 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by
completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or DST
164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
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Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
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each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
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POL 160 - World Politics
SWK 230 - Course has been discontinued – see program director for alternative options
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Revolutions, Republics, and Resilience in Latin America
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major
in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe,
Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese,
and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated
Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels,
Kate Reinhardt, Joseph Towle (Chair), Pang Yang.
Degree and Major Requirements
Spanish Major
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CCS 100 - Introduction to Cultural Studies
9 courses above SPA 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY
480, any course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
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CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
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Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of
the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department.
Electives:
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Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor (French, German, or Spanish)
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to
tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in the imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 117- Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 380- Strategic Communication Campaigns
ENL 220 - Critical and Analytical Writing
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics, Statistics, and Computer Science
Mathematics, Statistics, Computer Science, and Data Science provide tools for solving a wide array of quantitative and
computational problems. Our majors and minors develop the ability to understand both applied and abstract
quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to
understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these
perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future.
Students completing a major in Mathematics, Mathematical Economics, Computer Science, or Data Science or a minor in
Mathematics, Statistics, Computer Science, and Data Science go on to careers in Data Analytics/Data Science, Software
Engineering, Finance, Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics,
Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following
programs:
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Computer Science (BA, BS, and Minor)
Data Science (BS and Minor)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Pavel Bělík (Chair), Nimanthi Atukorala, Larry Crockett, Suzanne Dorée, Rebekah Dupont, Richard Flint, Matthew Haines,
Amy Larson, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz
List of Courses Offered and Descriptions
See the Course Description Search.
Degree and Major Requirements
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course.
Computer Science Major, Bachelor of Arts
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
CSC 391 - Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
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o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
MAT 114 - Precalculus (or MPG 4)
One of MAT 202 or MAT 302
o MAT 202 - Discrete Mathematics for Computing (recommended)
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
One advanced theory elective
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
CSC 391- Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
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One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
o PHY 261 - Electronics
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
o MAT 455 - Numerical Mathematics and Computation
MAT 145 and 145L - Calculus I
MAT 302 - Discrete Mathematical Structures (students who have already completed MAT 202 may choose to
substitute an additional mathematics elective numbered 300 or above)
One specialized mathematics elective
o MAT 146 - Calculus II
o MAT 315 - Linear Algebra
o MAT 350 - Graph Theory
One additional mathematics elective numbered 250 or above
Each course may count only once towards the major.
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
One advanced theory elective
o CSC 351 - Algorithms
o CSC 371 - Computer Organization
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
One additional CSC elective numbered 300 or above
One discrete mathematics course
o MAT 202 - Discrete Mathematics for Computing
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
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Data Science Major, Bachelor of Science
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Introductory statistics course chosen from:
○ DST 164 - Introduction to Statistics (with R)
○ MAT 163 - Introductory Statistics (offered infrequently)
○ MIS 379 - Quantitative Methods for Business and Economics
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
MAT 145 and MAT 145L - Calculus I
CSC 165 and CSC 165 L - Introduction to Computer Programming (Python)
DST 234 - Introduction to Data Science (and R)
One Introduction to Social Justice course, chosen from:
○ AIS 105 - Introduction to American Indian Studies
○ AIS 205 - Contemporary American Indian Issues
○ ANT 141 - Introduction to Cultural Anthropology
○ CCS 100 - Introduction to Cultural Studies
○ CRS 101 - Introduction to Critical Race and Ethnicity Studies
○ HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
○ HIS 225 - History of the Twin Cities
○ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
○ POL 122/URB 122 - Social Justice in Urban America
○ SOC 265 - Race, Class, and Gender
○ SWK 210 - Environmental Justice and Social Change
○ SWK 280 - Diversity and Inequality in Social Practice
○ WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
One Databases (SQL) course chosen from:
○ MIS 270 - Data Management for Business
○ CSC 311 - Web Applications and Databases
MAT 315 - Linear Algebra
DST 334 - Statistical Modeling
One Machine Learning course chosen from:
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional programming course chosen from:
○ CSC 170 and CSC 170L - Introduction to Object-Oriented Programming (Java)
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ URB 295 - Topics: Geographic Information Systems (this topic only)
One communications course chosen from:
○ ART 102 - Design
○ ART 201 - Introduction to Graphic Design
○ COM 352 - Persuasion
○ ENL 220 - Critical and Analytical Writing
○ ENL 226 - Introduction to Creative Writing
○ NMS 220 - Foundations of New Media
Two advanced electives, completed in one of the following four ways:
○ Option 1: Complete both MAT 302 and MAT 350
■ MAT 302 - Discrete Mathematical Structures
■ MAT 350 - Graph Theory
○ Option 2: Complete both CSC 341 and CSC 351
■ CSC 341 - Data Structures
■ CSC 351 - Algorithms
○ Option 3: Complete both MAT 373 and DST 374
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■ MAT 373 - Probability Theory
■ DST 374 - Mathematical Statistics
○ Option 4: Complete two courses chosen from:
■ ART 315 - Graphic Systems
■ CSC 311 - Web Applications and Databases
■ DST 314 - Programming for Data Science
■ DST 394 - Topics in Statistics
■ DST 395 - Topics in Data Science
■ DST 399 - Data Science Internship (or 4 credits of DST 396, 397, 398)
■ DST 475 - Machine Learning
■ MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
DST 490 - Data Visualization for Social Justice (keystone)
Note: MPG 4 is a prerequisite to the Data Science major. Students in MPG 3 should complete MAT 114 as soon as
possible. Students in MPG 2 should complete MAT 106 and MAT 114 as soon as possible. It is recommended that
students complete ENL 111 - Effective Writing II (and ENL 101 if needed) and a Speaking skill course early in the major
program.
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Data Science.
Students completing a major in Data Science are not eligible for a minor in Data Science or Statistics.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Data Science. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Data Science Minor
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DST 234 - Introduction to Data Science (and R)
CSC 165 and CSC 165L - Introduction to Computer Programming (Python)
One advanced data science elective:
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional advanced elective:
○ ART 201 - Introduction to Graphic Design
○ CSC 311 - Web Applications and Databases
○ DST 164 - Introduction to Statistics (with R)
○ DST 314 - Programming for Data Science
○ DST 334 - Statistical Modeling
○ DST 395 - Topics in Data Science
○ DST 475 - Machine Learning
○ MAT 163 - Introductory Statistics
○ MIS 270 - Data Management for Business
○ MIS 379 - Quantitative Methods for Business and Economics
○ NMS 220 - Foundations of New Media
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
○ URB 295 - Topics: Geographic Information Systems (this topic only)
DST 490 - Data Visualization for Social Justice
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Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Data Science.
Students completing a major in Data Science, a minor in Statistics, or a minor in Business Analytics are not eligible for a
minor in Data Science.
Mathematics Major, Bachelor of Arts
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus or MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
Theoretical structures course chosen from: MAT 350 - Graph Theory, MAT 360 - Dynamical Systems, MAT 370 - Real
Analysis, MAT 380 - Abstract Algebra.
Mathematics elective chosen from: MAT courses numbered 300 or above.
Advanced mathematics elective chosen from: MAT courses numbered 350 or above.
Advanced elective chosen from: MAT courses numbered 300 or above, DST courses numbered 300 or above, ECO
416 - Mathematical Economics, PHY 327 - Special Functions of Mathematical Physics.
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
One data analysis course
o DST 164 - Introduction to Statistics (with R) (NSM) (recommended)
o DST 234 - Introduction to Data Science (and R) (recommended)
o MAT 163 - Introductory Statistics (offered infrequently)
o Both PHY 395 and PHY 396 - Comprehensive Laboratory I and II
o PSY 215 - Research Methods and Statistics I
One computational reasoning course
o CSC 165 and 165L - Introduction to Computer Programming (Python) (recommended)
o CHM 280 and 280L - Quantitative Analytical Chemistry
o PHY 327 - Special Functions of Mathematical Physics
One geometric perspective course
o MAT 255 - Multivariable Calculus
o MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
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One theoretical structures course
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 380 - Abstract Algebra
One applied projects course
o DST 475 - Machine Learning
o DST 490 - Data Visualization for Social Justice
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
One advanced mathematics course numbered 350 or above
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 380 - Abstract Algebra
o MAT 395 - Topics
o MAT 399 - Internship (or 4 credits of MAT 396, 397, 398)
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
o MAT 499 - Independent Study
One advanced elective course
o BIO/CHM 369 and 369L - Biochemistry
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 391 - Programming Languages
o An additional DST elective numbered 300 or above
o ECO 416 - Mathematical Economics
o An additional MAT elective numbered 300 or above
o PHY 327 - Special Functions of Mathematical Physics
o PHY 351 - Classical Mechanics
o PHY 365 - Electricity and Magnetism
One additional supporting course
o ACC 221 - Introduction to Financial Accounting
o BIO/CHM 369 and 369L - Biochemistry
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L - Ecology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
o CSC 341 - Data Structures
o DST 234 - Introduction to Data Science (and R)
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o ESE 330 - 5-12 Methods: Mathematics
o MIS 270 - Data Management for Business
o MKT 352 - Marketing Research and Analysis
o PHY 121 and 121L - General Physics I
o PSY 315 - Research Methods and Statistics II
o POL 483 - Political Statistics and Methodology
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o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Students are encouraged to work with a faculty mentor in Mathematics to select electives within a coherent focus area.
Sample focus areas include Actuarial Science (with University of St. Thomas), Business, Computational Mathematics,
Data Science, Economics, Finance, Mathematical Biology, Mathematical Chemistry, Physics, Statistics, Teaching
Mathematics, and Theoretical Mathematics
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics: Secondary Education, Bachelor of Science
The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state
requirements are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary
education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in
Mathematics with the following choices:
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Data Analysis: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
Computational Reasoning: CSC 165 and 165L - Introduction to Computer Programming (Python)
Geometric Perspective: MAT 335 - Exploring Geometry
Theoretical Structures: MAT 360 - Dynamical Systems or MAT 370 - Real Analysis
Advanced Mathematics Elective: MAT 380 - Abstract Algebra
Advanced Elective: MAT 325 - History of Mathematics
Supporting Course: ESE 330 - 5-12 Methods: Mathematics
Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle
school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the
requirements for a BS major in Elementary Education and the following courses:
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
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Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty mentor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better in each course that applies towards education licensure.
For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major.
For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement.
Mathematics Minor
Five courses including:
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MAT 145 and 145L - Calculus I
Additional calculus course chosen from: MAT 146 and 146L - Calculus II or MAT 255 - Multivariable Calculus
Mathematics elective chosen from MAT course numbered 250 or above
Advanced mathematics elective chosen from MAT 325 or MAT course numbered 350 or above
Advanced elective chosen from MAT course numbered 300 or above, DST course numbered 300 or above, ECO 416 Mathematical Economics, or PHY 327 - Special Functions of Mathematical Physics.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in
Mathematics.
Students completing a major in Mathematics or Mathematical Economics are not eligible for a minor in Mathematics.
At least one MAT course numbered 250 or above must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics, chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics (recommended)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus
MAT 315 - Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
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Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
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An introduction to statistics - one of:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introduction to Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
DST 234 - Introduction to Data Science (and R)
One advanced statistics course:
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
One applied statistics course:
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L – Ecology
o CHM 280 and 280L - Quantitative Analytical Chemistry
o DST 334 - Statistical Modeling
o DST 499 - Independent Study, with MSCS approval
o ECO 490 - Research Methods in Econometrics
o MKT 352 - Marketing Research and Analysis
o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
One additional elective chosen from:
o CSC 165 and 165L - Introduction to Computer Programming (Python)
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
o DST 394 - Topics in Statistics
o DST 490 - Data Visualization for Social Justice
o MAT 373 - Probability Theory
o PSY 491 - Advanced Research Seminar
o PSY 495 - Clinical Science Lab
Either the applied statistics course or the additional elective must be numbered 300 or above. Only one of CHM280,
URB295, and CSC165 may be applied toward the minor.
DST 499 may count towards the minor if it contains a significant, independent statistical research project, typically in an
area where no applied statistics elective is available. Requires prior approval from the MSCS Department Chair. May be
mentored by a faculty member with statistical expertise outside of MSCS.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
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Students completing a major or minor in Data Science are not eligible for a minor in Statistics.
Students interested in graduate work in biostatistics or applied statistics are encouraged to complete CSC 165, DST 164,
DST 234, DST 334, DST 374, MAT 145, MAT 146, MAT 255, MAT 315, and MAT 373.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, Data
Science, or Computer Science. Departmental honors recognizes:
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Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; BS Major in Data Science or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor
during junior year. Detailed requirements and information on the application process are available from the department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Detailed requirements are available from the department.
Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics, Data Science, or
Computer Science course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1
or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam
is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student
registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students
are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg
University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 090 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT
114 to advance to MPG 4. No other MAT course changes a student’s MPG.
ACT Math Subscore
Initial Math Placement
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Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies Minor
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills
necessary for its serious study.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Merilee Klemp
(Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History)
Minor Requirements
LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period.
Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts,
and one elective.
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HUM 120 - Medieval Life in 12th-Century Europe
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music, Antiquity to 1750
o THR 361 - Theater Histories: Origins to 1800
One of the following elective courses:
o HIS 369 - The Early and High Middle Ages
o HIS 370 - The Late Middle Ages to 1648
o HIS 374 - War and Religion in the Medieval Context
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
The Music programs are accredited by the National Association of Schools of Music, and its music programs fulfill all
NASM curricular standards. The Music Therapy programs are approved by the American Music Therapy Association.
Augsburg University is accredited by the Higher Learning Commission. For more information, see Accreditations,
Approvals, and Memberships.
Faculty
Full-time
J. Anthony Allen, Mallory Alekna, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young
Lee, Emma Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson
Part-time Faculty
Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn
Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy
Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller,
Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea Stern
Interim Chair
J. Anthony Allen
Fine Arts Coordinator
In transition
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Creativity Concentration
Music Major/Music Business Concentration
Music Major/Music Performance Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
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Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Creativity
Music
Music Business
Music Production
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship
audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University.
Students intending to pursue a music major in any of the three music degree programs must declare their major, perform
a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of
their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music
Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant coursework.
Music Core
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 361- Music and Identity in the Americas
MUS 362- Musical Philosophy
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111/311 - Augsburg Choir
MUE 112/312 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121/321 - Orchestra
MUE 141/341 - Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
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MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
Additional Requirements
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Pass a piano proficiency test or the Class Piano sequence of MUS 135, MUS 136, MUS 237, and MUS 238
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, DST 164, MAT 111, MAT 145, MAT 146, or MAT 163.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of MAT 111, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the
many music-related business fields most often choose this course of study.
Faculty mentor: Reinaldo Moya
Music Core, Additional Requirements and the following:
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MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
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Music Major with Creativity Concentration, Bachelor of Arts
The Creativity Concentration in the Bachelor of Arts is intended for students who seek a deeper engagement with music
composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during
their time at Augsburg. The program will familiarize students to a range of musical techniques, cultures, and expressions
with an emphasis on developing their musical voices. The program aims to incorporate a variety of different musical
traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid.
Faculty mentor: Reinaldo Moya
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 341 - Basic Conducting
MUS 413 - Advanced Analysis
MUS 458 - Senior Recital
MUS 476 - Instrumentation and Arranging
KEY 470 - The Enterprising Musician
One of MUS 220/420, MUS 225, or MUS 306
○ MUS 220/420 - Worlds of Music
○ MUS 225 - Electronic Music Production
○ MUS 306 - Audio Recording
Two semesters of MUP 193 - Performance Study: Composition
Two semesters of MUP 393 - Performance Study: Composition
MUP 1xx - Performance Studies (three semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (three semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunities
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations
and internships. These experiences prepare students for careers in fields such as arts management, promotion, the
recording industry, and general music business. The program affords both the performing artist and the business student
the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts
in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business
Administration with Specialization in Music Business (designed with business emphasis).
Faculty mentor: J. Anthony Allen
Music Core, Additional Requirements and the following:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
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One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Major with Concentration in Music Performance, Bachelor of Arts
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 413 - Advanced Analysis
MUS 420 - Worlds of Music
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
At least two credits from MUP 392, MUP 393, MUS 311, MUS 312, and MUS 242
○ MUP 392 - Performance Study: Improvisation
○ MUP 393 - Performance Study: Composition
○ MUS 311 - Composition I
○ MUS 312 - Composition II
○ MUS 242 - Jazz Improvisation
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument/voice at the 100-level and four semesters at the
300-level
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
Four semesters of Performance Seminar
Complete either four credits of diction courses (for voice principals) or four credits of instrumental principals
○ Voice Principals students complete all four diction courses
■ MUS 321 - English Diction
■ MUS 322 - Italian Diction
■ MUS 323 - German Diction
■ MUS 324 - French Diction
○ Instrumental Principles students complete at least two of the following:
■ MUS 355 - Music Methods: Strings
■ MUS 356 - Music Methods: Brass and Percussion
■ MUS 357 - Music Methods: Woodwinds
Classical keyboard principals may substitute a topics course or independent study in keyboard pedagogy for a
methods course; non-classical keyboard principals may select 1-2 courses in pedagogy for jazz, popular, or ethnic
musics to fulfill 4 credits; fretted instrument principals may substitute a topics course or independent study in
appropriate pedagogy and/or relevant pedagogy courses in jazz, popular, or ethnic musics to fulfill 4 credits.
Note about electives: All students must complete at least 128 credits in order to complete an Augsburg degree. While
students may take additional credits in Music beyond those required for the major, students pursuing the Music
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Performance concentration must complete at least 8 elective credits outside of Music when fulfilling the 128 credit
requirement.
Music Education Major, Bachelor of Music
In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education
program is approved by the Minnesota Professional Educator Licensing and Standards Board.
The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers
in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota
Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in
certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general
emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must
formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school
settings must also apply to the Augsburg University Department of Education for acceptance to the music education
licensure program. All course requirements in and beyond music must be complete prior to the student teaching
semester. Those not pursuing licensure have a wider range of options for their degree programs through the
Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, a minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships, with the exception of the MUS 358 and MUS 459 recital courses, for
which P grades are accepted. For community-based students, a minimum grade of C- is required in all Music Core
courses, Music Education Core courses, and approved courses and internships. In addition to grades, applicants for
student teaching placements and internships are reviewed in addition to GPA criteria, to assure appropriate
professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future vocation.
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
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MUS 220 or MUS420 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
▪ MUS 321 - English Diction
▪ MUS 322 - Italian Diction
▪ MUS 323 - German Diction
▪ MUS 324 - French Diction
▪ MUS 342 - Choral Conducting***
▪ MUS 478 - Choral Methods in Music Education
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Instrumental Emphasis:
▪ MUS 344 - Instrumental Conducting***
▪ MUS 477 - Instrumental Methods in Music Education
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - seven semesters on the principal instrument or voice
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
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HPE 115 - Chemical Dependency Education
EDC 200 - Critical Histories and Philosophies of Education
ESE 300 - Reading/Writing in the Content Area
EDC 481 - Student Teaching: Initial License for Undergraduate Students
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty mentor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
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MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
KEY 470 - The Enterprising Musician
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignments in consultation with advisor.
Voice Majors:
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MUS 321- English Diction
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MUS 322- Italian Diction
MUS 323- German Diction
MUS 324- French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
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MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
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One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty mentor: Emma Moonier
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
● MUS 135 - Class Piano 1
● MUS 136 - Class Piano 2
● MUS 152 - Class Voice
● MUS 158 - Class Guitar 1
● MUS 237 - Class Piano 3
● MUS 238 - Class Piano 4
● MUS 258 - Class Guitar 2
● MUS 271 - Introduction to Music Therapy
● MUS 273 - Functional Music Skills
● MUS 315 - Psychology, Culture, and Community in Music
● MUS 340 - Music Therapy Methods I
● MUS 345 - Music Therapy Methods II
● Two 300-level Music Therapy practica (MUS 374 or MUS 375)
● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
● MUS 385 - Music Therapy Clinical Improvisation
● MUS 458 - Senior Recital
● Two 400-level Music Therapy practica (MUS 474 or MUS 475)
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MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
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Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Creativity Minor
The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or
production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be
useful for students in any music degree who are interested in composition, song writing, music production, etc. The
program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique
program that aims to be student-directed and genre-fluid.
This minor is open only to students majoring in a Music Department field.
Faculty mentor: Reinaldo Moya
Requirements:
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MUS 113 - Music Theory and Aural Skills I
Two semesters of MUP 193 - Performance Study: Composition
MUS 220 or MUS420 - Worlds of Music
MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 413 - Advanced Analysis
MUS 476 - Instrumentation and Arranging
One of MUP 192, MUS 242, or THR 116
o MUP 192 - Performance Study: Improvisation
o MUS 242 - Jazz Improvisation 1
o THR 116 - Acting and Improvisation for Non-Majors
Four additional credits from:
o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
o MUS 241 - History of Jazz
o MUS 331 - Music of the Baroque Era
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MUS 332 - Music of the Classical Era
MUS 333 - Music of the Romantic Era
MUS 334 - Music of the 20th Century
MUS 392 - Topics
Music Minor
Faculty mentor: Merilee Klemp
Requirements:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 361or MUS 362
o MUS 361- Music and Identity in the Americas
o MUS 362- Musical Philosophy
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty mentor: J. Anthony Allen
Requirements:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o ENT 254 - Entrepreneurship
Music Production Minor
The Music Production minor is a course of study designed both for the Music major desiring additional preparation in
audio recording and production and for the non-music major interested in integrating music technology into their career.
With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site
field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor
will primarily be working in the Grangaard Record Studio.
Faculty mentor: J. Anthony Allen
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Requirements:
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MUS 221 – Introduction to Music Technology
MUS 225 – Electronic Music Production
MUS 306 – Audio Recording
MUS 307 – Music Production and Distribution
One of the following:
o MUS 113 – Music Theory and Aural Skills I
o MUS 160 – Fundamentals of Music
One of the following:
o MUS 205 – Legal Issues in Music, Entertainment, and the Arts
o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2
o Two semesters of music ensemble (two credits of MUE)
o MUS 158 – Class Guitar 1
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a
brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the
test; those with some training may register for private piano lessons; the majority of students are advised to take a piano
placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
● SCI 106 - Introductory Meteorology
● BIO 121 - Human Biology
● BIO 102 - The Biological World
● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
● CHM 115 - General Chemistry I
● CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making, and the role of citizen nurse.
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
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Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
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NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 12 months of full-time
study taking three courses per semester or 24 months on a part-time basis, based on personal choice.
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More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate.
Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will
meet with the program coordinator to develop a plan of study and be assigned to a nursing faculty adviser to assist with
academic advising.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
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An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
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Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must
be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
Courses in the Nursing major are offered in a hybrid format using Zoom technology, synchronous and asynchronous
instruction on Monday, Tuesday, or Thursday evenings. . Nursing classes meet synchronously 4 to 6 times a semester for
four-hour time blocks.
Optional immersion practica at home and abroad are scheduled throughout the year. Students complete their
community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the
Department of Nursing for details.
It is recommended to work with the program coordinator for advice on liberal arts courses.
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Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
Department of Nursing Faculty
Martha Aleman, MA in Nursing, RN, Assistant Professor
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Philosophy
See Religion and Philosophy for details about the Philosophy major and minor.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair)
Degree and Major Requirements
Physics Major, BA
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PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 261 and 261L - Electronics
o PHY 317 and 317L - Biophysics
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o
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o
o
o
o
o
BIO 473 and 473L - Physiology of Humans and Other Animals
BIO 475 and 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 371- Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
PHY 245 and 245L - Modern Physics
PHY 261 and 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and 317L - Biophysics
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 475 and 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CSC 371- Principles of Computer Organization
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CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent
project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following:
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
BIO 369 and 369L - Biochemistry
BIO 471 and 471L - Advanced Cellular and Molecular Biology
BIO 475 and 475L - Neurobiology
BIO 476 and 476L - Microbiology
BIO 486 - Immunology
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due by April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 255 and 369 (or PHY 327)
during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics I
PHY 245 and 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 327 and 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L- Calculus I
MAT 146 and 146L - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national
physics society and of participating in the physics community on a professional basis. Membership in the society is open
to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the nonprofit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages,
Norma Noonan (emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
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POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the
permission of the department. POL 495 can be used toward area requirements with advisor approval. The applicable
area will vary based on the topic of the course.
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Area 1 – American Government and Politics: POL 325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL 350, 359, or 459
Area 3 – International Politics: POL 368, 461, or 490
Area 4 – Public Law: POL 370 or 371
Area 5 – Political Theory and Analysis: POL 380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the
following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
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POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
▪ POL 350 - Topics: European Politics
▪ POL 370 - Constitutional Law
▪ POL 371 – Topics
▪ POL 380 - Western Political Thought
▪ POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
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One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
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If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/LP/N). Exceptions may be made in extraordinary circumstances.
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Political Science Minor
Five courses, including:
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POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
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POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
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One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
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Notes
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If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
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Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Critical Histories and Philosophies of Education (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), Jaeeun Lee, David Matz, Bridget Robinson-Riegler, Henry
Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Science Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair.
Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical-Counseling Psychology
The clinical-counseling psychology concentration is designed to prepare students for careers and graduate education in
mental health. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating psychological disorders. Emphasis is placed on developing knowledge and skills related to
both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a mental health setting. See department chair for specific
requirements.
Students take thirteen courses, including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
Two biological, cognitive, and social foundation courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
One course from the following:
o PSY 3xx - Counseling and Interviewing Skills (course currently in development)
o PSY 359 - Assessment
One developmental foundation course from the following:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One cultural foundation course from the following:
o PSY 205 - Global Perspectives in Psychology
o PSY 271 - Psychology of Gender
o PSY 275 - Cultural Psychology
o SOC 265 - Race, Class and Gender
o SOC 395 - Mental Illness and Society
o SWK 280 - Diversity and Inequality in Professional Practice
One additional elective from the following (or a course above that is not already used toward another requirement):
o PSY 201 - Health Psychology
o PSY 261 - Personality and Cultural Context
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o PSY 263 - Sports Psychology
o PSY 291 - Addiction and Recovery
o PSY 292 - Topics in Mental Health
o PSY 357 - Behavior Analysis
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
One course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Science Lab
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. A formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
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PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the
minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion and Philosophy
The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies,
theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and
reality of life for individuals and for communities.
The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological,
philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning
and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these
matters.
The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the
critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this
critical work as a community of learners, faculty and students together, in the following ways:
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We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in
specific locations, among real people, with lived experiences and concrete issues.
We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform
public life.
We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to
inquire, respectfully and critically, about the claims of others.
We problematize and challenge religious and philosophical claims from a variety of social locations and diverse
perspectives.
We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based
and humanist communities to create learning, research, and service opportunities.
We nurture our community of learners by raising and reflecting on personal questions of meaning, identity,
values, vocation, and spirituality.
Religion Faculty
Lori Brandt Hale (Chair), Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Shayna Sheinfeld, and Hans Wiersma
Philosophy Faculty
David Apolloni, Larry Crockett
Majors
The Religion and Philosophy Department offers majors in Religion, Philosophy, and Theology and Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and other
religious and humanist traditions, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical
thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role
of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion
through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social,
cultural, and historical settings. One option, RLN 200: Religion, Vocation, and the Search for Meaning II, develops
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themes from RLN 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in
the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or
minor.
Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture
and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students
majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within
the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add
religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion
major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our
graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 216: Religion and Science in Popular Culture
RLN 222: Spirituality, Religion, and Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 251: The Bible in Culture and Counterculture
RLN 257: Heaven, Hell, and the End of the World
RLN 319: Religion at the Movies
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 214/MUS 234: Church Music and Worship
RLN 216: Religion and Science in Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 237: Giants of the Christian Faith
RLN 240: Religion and the Rise of Science
RLN 243: Religion in America
RLN 245: The Lutheran Heritage
RLN 257: Heaven, Hell, and the End of the World
RLN 319: Religion at the Movies
RLN 330: Theology of Death and Dying
RLN 331: Christian Ethics
RLN 342: Martin Luther and the Reformation
RLN 340/HIS 378: The Medieval Church
RLN 370: American Indian Spirituality and Philosophical Thought
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RLN 374: Ethics and World Religions
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 251: The Bible in Culture and Counterculture
RLN 257: Heaven, Hell, and the End of the World
RLN 261: Jesus and His Interpreters
RLN 409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 275: Judaism
RLN 276: World Religions
RLN 370: American Indian Spirituality and Philosophical Thought
RLN 374: Ethics and World Religions
RLN 407: Interfaith Scholars Seminar I (2 semester credits)
RLN 408: Interfaith Scholars Seminar II (2 semester credits)
RLN 409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of
church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
● Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible in Culture and Counterculture
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
● Public ministry core (16 credits):
o RLN 290 - Foundations for Public Ministry
o RLN 295 - Church: Past, Present, Future
o RLN 390 - The Art of Public Ministry
o RLN 399 - Internship
● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
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Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young people,
and to develop the necessary skill set for effective work with children and youth.
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YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
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SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
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SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 406 - Social Work Practice 3: With Communities and Policies
COM 329 - Intercultural Communication
Worship and Music Concentration
This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
● RLN 214/MUS 234 - Church Music and Worship
● COM 111 - Public Speaking
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● Two other courses (yet to be determined; see program director for more information)
Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
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ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
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POL 325 - Politics and Public Policy
SOC 390 - Intersections of Race and Immigration
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
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PSY 203 - Lifespan Development
PSY 262 - Psychopathology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
● Two semesters (8 credits) of a modern language at the 200-level or above, or equivalency.
● CCS 100 - Introduction to Cultural Studies
● COM 329 - Intercultural Communication
Philosophy Major
Eight courses including, including at least four upper division courses:
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One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Philosophy Minor
Five courses:
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Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: DST 164, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Graduation Skills for Philosophy major
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Prerequisites
Completion of either RLN 100 or RLN 300 is required before all other RLN courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion and Philosophy Department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
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ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
HIS 200 - Why History Matters
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and
anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Jason Lukasik and Michael Lansing for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people and communities through
reducing social oppressions of individuals and groups and advancing social justice. Social workers are licensed
professionals who work in various sectors of society. Social workers are found in nearly all major social settings from
clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s
nationally-accredited social work program immerses students in the skills and theories of social work and interweaves
that body of knowledge with biology, psychology, sociology, economics, statistics, and political science. The curriculum
prepares you for multicultural professional social work through two different year-long field placements in a range of
human service agencies during the junior and senior year.
Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies
you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed
Social Worker.
Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program
(MSW). The undergraduate degree provides advanced standing coursework toward the foundation year of an MSW
program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are
accredited by the national accrediting body, the Council on Social Work Education. For more information about the MSW
program, consult the Graduate Catalog.
Social Work Faculty
Christina Erickson (Chair), Ankita Deka (MSW Program Director), Erin Sugrue (MSW Field Director), Melissa Hensley (BSW
Program Director), Kao Nou Moua (BSW Field Director), Johanna Barry, Susan Carlin, Alexander Fink, Paula Watts
Zehringer
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each
Social Work major must complete the application materials and be officially admitted to the Social Work program before
beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who
do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for
conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses
restricted to Social Work majors.
Degree and Major Requirements
The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that are
open to non-majors are designated with an asterisk.
The Supporting Courses
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BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
o POL 121 - American Government and Politics
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o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, DST 164 or SOC 362.
GPA Requirement
After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses,
and overall) to remain in good program standing. A grade of C is required for each required upper division social work
course. All Social Work majors must take their social work courses with traditional grading.
Social Work Major
Ten upper-level courses:
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SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their
coursework and field placement at Augsburg’s Mexico Campus:
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SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
Spanish Language Requirements are often taken
Students who go to the Social Work in Mexico Semester are not required to take SWK 280
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a
means to apply social work perspectives to their chosen career.
Six courses including:
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SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
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And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
o POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to complete a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director
assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations,
public and private, across the Twin Cities.
Social Work Course Sequence
The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of
the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both
courses are equal as introductions to the major. Each course features an experiential learning component.
Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and
are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer
relationships and strong connections to faculty.
Social Work Study Abroad Opportunities
All social work students are encouraged to study abroad at some point in their academic career. Through The Center for
Global Education and Experience, the BSW program offers an award-winning semester study abroad program in
Cuernavaca, Mexico. Students are also encouraged to study abroad for elective credit.
No credit for non-academic work
In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life
experience or previous work experience.
Departmental Honors
The Social Work Department offers eligible students the opportunity to earn departmental honors through the
completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors
if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work
classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low
pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits.
Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and
critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper
or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
The national honor society requirements allow membership to juniors and seniors who have completed at least one
semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent
in the spring of each year.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. We examine how social organization provides
the opportunities to improve the world we have created and in which we collectively live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order,
how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an
understanding of theories of society and social groups, learn to create and use social scientific tools of analysis, and
employ sociological concepts to solve social problems.
We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for
learning. Internships enable our majors to draw upon sociological theories and research skills while they explore
different career paths. Students also may take an independent study or special topics courses, or field study toward that
end.
The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in
the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of
research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the
nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal
justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting
research for corporations, as well as teaching at universities as professors of sociology. The Sociology major also provides
excellent preparation for advanced study in areas such as law, human services, counseling, sociology, social work, urban
planning, and ministry.
Sociology Faculty
Nancy Fischer (Chair), Lars Christiansen (Emeritus), Garry Hesser (Emeritus), Diane Pike (Emeritus), Tim Pippert, James
Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound
foundation for a number of fields including human services, criminal justice, business and public service. The Sociology
major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories
over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, public
speaking, critical analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and
the connection between of the individual and collective perspectives reflected in the sociological imagination. The five
core courses intentionally develop those skills in our students. The electives allow students to focus on content areas and
develop additional courses related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121,
362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the
major.
Core courses (complete all five):
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SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
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Five elective courses, at least three of which must be upper division:
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Lower division elective options
o SOC 111 - City Life: Introduction to Urban Sociology
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o SOC 265 - Race, Class and Gender
o SOC 266 - Sociology of Love, Intimacy, and Sexuality
o SOC 277 - Introduction to Criminology
o SOC 290 - Cultures of Violence
o SOC 295 - Topics
o SOC 299 - Directed Study
Upper division elective options (minimum of three required; SOC121 prerequisite)
o SOC 300 - Topics
o SOC 320 - Sociology of Law
o SOC 375 - Social Psychology
o SOC 381 - City and Regional Planning
o SOC 387 - Juvenile Delinquency
o SOC 390 - Intersections of Race and Immigration
o SOC 395 - Mental Illness and Society
o SOC 399 - Internship
o SOC 499 - Independent Study/Research
Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for at least 4 credits in
order to count as electives for the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These
interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest tracks
guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working
with an advisor, Sociology majors can design a pathway through the major that directs them toward particular careers or
graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
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Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in
design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At
Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional
artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and
training, and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration,
verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and self-expression.
Involvement in theater can help prepare students for successful careers in law, education, business, communication,
journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles,
Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios,
Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
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Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP
units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing DST 164,
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
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THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 330 - Shakespeare
o PWC 300 - Playwriting
o PWC 310 - Topics in Playwriting
o PWC 320 - Writing for Television
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o PWC 330 - Writing for Digital Media
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice
as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with
concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with
an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
PWC 300 - Playwriting
PWC 310 - Topics in Playwriting
PWC 320 - Writing for Television
PWC 330 - Writing for Digital Media
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
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MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic
demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each
of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
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Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
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THPs may be repeated
Crew work required for classes/coursework does not count toward practicum credits
Student employment hours do not count towards practicum credit
3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of the extraordinary amount of time required of the student.
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Theater Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
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Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based
on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are
completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings different
disciplinary perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of
sociology, political science, political philosophy, history, environmental studies, art, and architecture to understand
metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is
designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and
lived experience. Coursework often includes walking tours, site visits, guest speakers, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and achieving effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus),
Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and
Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
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And two additional urban-related electives. For electives, please see the following list, which is not exhaustive.
Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including
off-campus study, ACTC courses, and/or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Urban Studies about potential adjustments in their course requirements
to fulfill these skills.
Urban Studies Minor
A total of five courses including:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
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For a complete list of courses and descriptions, see the Course Description Search.
228
Youth Studies Minor
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience
working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of
youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and
empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their
chosen professions.
Minor Requirements
20 credits including:
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YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Karen A. Durant ’81
Karim El-Hibri ‘06
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
James Hereford
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Mark Johnson ‘75
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Dean Kennedy ‘75
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
230
Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota.
Catherine Bishop (2010). Vice President for Student Experience and Success. BA, Macalester College; JD William Mitchell
College of Law.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS,
Ithaca College.
Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix,
MBA, Augsburg University.
Paula O’Loughlin (2022). Provost and Senior Vice President and Professor of English. BA, Smith College PhD, University
of Minnesota.
Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
John Coskran (2020). Senior Finance Director. BS, Carleton College; MBA, Augsburg University; MS, DePaul University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Firi Dawid (2020). Director of Campus Life. BA, Augsburg University; MA, University of Minnesota.
Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD,
University of Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, PhD, Washington State University.
Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria
Technical and Community College.
Elaine Eschenbacher. Assistant Provost for Experiential Learning and Meaningful Work. BA, University of Minnesota; MA,
Augsburg University.
Michael Grewe (2008). Dean of Students. BS, University of Minnesota; MSW, Augsburg University; PhD, University of
Minnesota.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Marah Jacobson (2018). Assistant Provost for Academic Administration. BS, MS, EdD, St. Cloud State University.
Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
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Emily Long (2021). Director of Residence Life. BA, Regis University; MEd, Seattle University.
David Matz (2001). Associate Provost for Academic Affairs, and Professor of Psychology. BA, Bemidji State University; MS,
North Dakota State University, PhD Texas A&M University.
Dawn Miller (2016). Human Resources Director. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost for Global Education and Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Jordan Orzoff (2022). Assistant Provost for Academic Analytics and Planning. BA, DePaul University; MA, PhD, University
of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Kelsey Richardson Blackwell (2007). Senior Director of Advising and Registration. BA, St Olaf College; MA, University of
St Thomas.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Executive Director of Global Initiatives, Center for Global Education and Experience . BA,
MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of
Wisconsin-Platteville; MS, University of Wisconsin-La Crosse.
Hli Vang (2014). Assistant Dean of Multicultural Life andPan-Asian Student Services Program Manager. BS, University of
Wisconsin-River Falls; MA, University of Wisconsin-Lacrosse.
Tristan Crowell (2022). LGBTQIA+ Student Services Program Manager. BS, University of Minnesota - Twin Cities.
Keodara Moua (2021). Program Coordinator, Multicultural Life. BS, University of Wisconsin - Stout; MSW, St. Catherine's
University - University of St. Thomas.
Erika Hernández (2022). Latinx Student Services Program Manager. BA, University of Minnesota – Twin Cities.
Gabby Allan (2022). American Indian Student Services Program Manager. BA, Dartmouth College; MSW, Washington
University in St. Louis..
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Faculty (Full-time)
A
Sarah Addicks Hayes (2022). Assistant Clinical Professor of Psychology. BA, New York University, MS, MPH, PhD, West
Virginia University.
Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA,
Luther-Northwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of
Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminary; PhD, University of Minnesota.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Johanna Barry (2021). Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD,
Loyola University Chicago.
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College
of Medicine.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Vanessa Bester (2017). Assistant Professor and Program Director, Physician Assistant Studies. BS, University of Pittsburgh.
MPA, University of Florida.
Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS,
Minnesota State University, Mankato; PhD, Ohio State University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
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Amanda S. Case (2016). Associate Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Associate Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Associate Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at
Urbana-Champaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at
Urbana-Champaign.
Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
E
Rachel Elbing (2022). Clinical Assistant Professor, Physician Assistant Studies. BA, University of Wisconsin, MPH,
University of Minnesota.
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington.
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Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of
Minnesota–Duluth; PhD, University of Illinois-Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Alexander Fink (2022). Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota.
Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State
University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
G
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD,
University of Nebraska-Lincoln.
Sarah Greenfield (2016). Associate Professor of English. BA, Westmont College; MA, PhD, University of
Wisconsin-Madison.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia
College-Moorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD,
University of Minnesota.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West
Virginia University.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
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Michael J. Humphreys (2022). Instructor of Physical Education. BA, Brown University; MA, Johns Hopkins University, PhD,
George Mason University.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School
of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD,
University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
Jaeeun Lee (2022). Assistant Professor of Psychology. BA, Carleton College; MS, PhD, University of Maryland.
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological
Seminary; PhD, Graduate Theological Union.
236
Jason Lukasik (2016). Associate Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Sergio Madrid-Aranda (2022). Assistant Professor of Special Education. BA, Chihuahua Autonomous University; MEd,
Juarez Autonomous University, PhD, New Mexico State University.
Taryn Marashi (2022). BA, Agnes Scott College; MA, Washington University, PhD, Vanderbilt University.
Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University
of Minnesota.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of
Minnesota.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
O
Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
R
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Associate Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
237
Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Shayna Sheinfeld (2022). Assistant Professor of Religion. BA, DePaul University; MA, MTS, Harvard Divinity School, PhD,
McGill University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Associate Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University
of North Carolina.
Erik S. Steinmetz (1998). Associate Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
T
Liaila Tajibaeva (2017). Associate Professor of Economics. BS, University of Minnesota; MA, University of
Wisconsin-Madison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
U
Michelle Ullery (2022). Program Director and Clinical Instructor, DNP and FNP. BA, College of St. Scholastica, MS, DNP,
University of North Dakota.
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
V
Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous
University of the State of Morelos; MA/MPhil, and PhD, Columbia University.
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota.
238
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD,
University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State
University.
John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Laura S. Boisen. Professor Emerita, Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa
State University; PhD, University of Minnesota.
Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota.
Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota.
John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University.
David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Carol A. Enke. Professor Emerita, Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota.
239
Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado
State University.
Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University.
William D. Green. Professor Emeritus, History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota.
Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia
University; DMA, Manhattan School of Music.
Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin.
Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
240
Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification,
University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota.
Thomas. F. Morgan. Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University
of Minnesota.
Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding
Institute.
Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota.
Diane L. Pike. Professor Emerita, Sociology. AB., Connecticut College; PhD, Yale University.
241
Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas
at Austin.
Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona
State University.
Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD,
University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Milo A. Schield. Professor Emeritus, Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University.
Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of
Chicago.
Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design.
Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College;
MS, Minnesota State University, Mankato.
Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University.
242
Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania.
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Introduction
Graduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall... Show more
;
'
Introduction
Graduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2022–Summer Semester 2023. It is subject to change without
notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2022
Phone: 612-330-1000
www.augsburg.edu
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Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of
a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative
writing, education, leadership, music therapy, nursing, physician assistant studies, social work, and clinical psychology are
distinguished by the opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiatives, and environmental sustainability.
At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President
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Welcome from the Provost and Senior Vice President of Academic and Student Affairs
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed
by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning;
develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and
equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity
and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our
locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the
classroom to the neighborhood, to the local community, and in various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus—the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Paula O’Loughlin
Provost and Senior Vice President of Academic and Student Affairs
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About Augsburg University
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing
civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Our programs also look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. A Rochester, Minnesota, location was added in 1998. A short history of Augsburg
University can be found at augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed:
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Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
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Master of Arts in Education
Master of Arts in Teaching
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner)
Doctor of Psychology in Clinical Psychology
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Augsburg offers the following dual degrees:
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Bachelor of Arts in Accounting and Master of Arts in Leadership
Master of Arts in Leadership and Master of Business Administration
Master of Social Work and Master of Business Administration
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of fellow students with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all university facilities—whether in Minneapolis,
Rochester, or one of Augsburg’s international locations—and to participate in university activities such as music and
dramatic presentations and lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
5
Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the university’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown
Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior
technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule, with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
International Locations
Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take
courses, or consult with faculty in those locations to gain new perspectives on their disciplines.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama,
and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs
and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and
mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services,
Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of
the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed
in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies,
Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information
Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker Room,
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the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium
purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104
one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety, and a lounge
area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative
Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs
Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American
Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge,
study, and utility areas.
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Accreditation, Approvals, and Memberships
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States.
HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure
the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited
or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Accredits physician assistant programs
in the United States
MS Physician Assistant
Studies
American Music Therapy Association (AMTA)
Advanced the music therapy profession
and approves music therapy degree
programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional organization
Doctor of Psychology
for psychology in the United States,
accrediting doctoral programs in clinical,
counseling, and school psychology
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Commission on Collegiate Nursing Education
(CCNE)
National accreditor for baccalaureate,
graduate, and residency/fellowship
programs in nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
National Association of Schools of Music
(NASM)
National accreditor for undergraduate,
graduate, and other credentials for
music and music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota that
prepare candidates for teacher
licensure
BA/BS Elementary
Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is an institutional member of:
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality evidence-based
preparation of educators who are ready to teach all learners
American Association of Higher
Education (AAHE)
Dedicated to the advancement of higher education
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Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes student
exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and universities
in the United States and Canada
Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
National Council of Schools of
Professional Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education
Association (PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
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Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and
ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious
belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy,
citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local
human rights commission, or any other legally protected status in its education programs and activities, employment
policies and practices, or any other areas of the university, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg University is committed to providing
reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January
2021)
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by
institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Mike Grewe| Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding
their education records. Each year Augsburg University is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
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Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very
carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
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Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the terms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility
prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of
study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional
licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to
additional coursework and training, supervised clinical experiences, and successful passage of state or national exams.
Other licensure requirements may include background checks, years of work experience, fingerprinting requirements,
etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg
University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers
through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office.
Student Rights
The university has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email account. If a student, faculty or staff
member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the
forwarded email account. Students will also receive official notices via the A-Mail online publication and should routinely
review the A-Mail.
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Admission
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. An admissions representative is
available to assist interested applicants complete any portion of their application. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the university and register for classes is the Friday prior to the start of
the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
university must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding the readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the university’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
Some graduate programs have additional requirements beyond those listed here.
A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who
have earned a bachelor’s degree outside of the United States may need to submit a copy of a foreign credential
evaluation from World Education Services (WES), a member of the National Association of Credential Evaluators (NACES),
or an equivalent service that performs a foreign credit evaluation in order to confirm it is equivalent to a United States
bachelor’s degree or greater.
To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from
the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application
requirements.
Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through
Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree
seeking student toward an Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application and official transcript from the bachelor’s degree granting institution, and any additional materials required
by the program.
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International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
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If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both
written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and
programs Augsburg University accepts as evidence for English proficiency.
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Test of English as a Foreign Language (TOEFL)
o Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the
speaking sections. (The Augsburg University TOEFL code is 6014.)
o Score of 8.5 or better on the TOEFL Essentials exam.
International English Language Testing System (IELTS)
o Score report of 6.5.
Michigan English Test (MET)
o Score report of 64 or higher, and report must be accompanied by an official letter from the testing coordinator.
Duolingo English Exam
o Score of 105.
Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed
within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This
evaluation should include the following:
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Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification that the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
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The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time.
Exception exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details.
Tuition and Fees
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Doctor of Nursing Practice (DNP)
Doctor of Psychology (PSYD)
Master of Arts in Nursing (MAN)
Master’s-level Education (MAE/MAT)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$995 per 1.0 credit
$1162 per 1.0 credit + $40 per term program fee
$797 per 1.0 credit
$540 per 1.0 credit
$814 per 1.0 credit
$755 per 1.0 credit
$743 per 1.0 credit
$623 per 1.0 credit
$934 per 1.0 credit
$897 per 1.0 credit
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
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Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A
receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail
may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The university cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at
augsburg.edu/studentfinancial/financial-aid/graduate-financial-aid/.
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
●
●
Federal Unsubsidized Direct Student Loan
Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized
(added to the balance of the loan).
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●
●
Federal Graduate Loan Program (PLUS)
Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at augsburg.edu/studentfinancial.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
●
●
●
Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per program).
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic
achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office
determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A to D-, or P. Credits earned and completed will include accepted transfer credits.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat courses are not counted towards the cumulative attempted credits.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for
one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students
currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid
Suspension.
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Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial
Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any
form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid.
Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will
be canceled, and returned to the appropriate program(s).
Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP
Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the
student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided
by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be placed on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for
one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude. Students
currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on Financial Aid
Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full
is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
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(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third parties
who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone
or other wireless device, you are expressly consenting to receive communications – including but not limited to
prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system –
from us and our affiliates and agents at that number. This express consent applies to each such telephone number that
you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur
access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees
of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and
expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the
Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this
agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in
the case of student loan funds administered by the university (Federal Perkins Student Loan), are current according to
established repayment schedules and the loan entrance and exit interviews have been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
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Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed.
If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial
aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of
attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial
aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are
extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available
online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The
student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but
is not limited to, statements from each instructor that the student never attended, or documentation of attendance for
the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will
be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of
registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W”
grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return
to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a
student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the
‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has
passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your
courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
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Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds
offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require
student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a
student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates)
may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes
made from the first week of the term through midterm may require a return of financial aid funds. Students who drop
courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be
available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
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Full Name:
Student ID number:
Additional request:
Students will receive an email when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA).
Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile
court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving
Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
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The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in
the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and
can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to
work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts
of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The
circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its
field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s
commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse
backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may
include:
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or
administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and
services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Advocating on policy matters affecting international students
Advising the International Student Organization
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The university and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As
a university requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the university’s academic honesty policies and to uphold the highest standards of academic
integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide).
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
BC+
C
CD+
D
DF / FN
P
N
Grade Points
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
0.00
0.00
Description
Failure
Pass*
No Pass
*The letter equivalent of a P grade is a B / 3.0 or higher for graduate courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve
at least a grade of B.
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Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office
that states the reasons for the request, outlines the work required to complete the course, and includes the course
instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to course
completion; however, students may not attend the same course (or a portion of the same course) in a following term
with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the
work by the instructor and the filing of a grade before the final day of the following academic term (including summer) in
the student’s program. If the work is not completed by the specified date of the following academic term, the grade for
the course becomes an F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X
extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but
do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a
course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
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The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of an emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the university and program. Students who are readmitted may need to complete additional coursework
and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
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Students may withdraw from the university, and thus from the Continuation Program and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the university and
program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and
fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous
W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer
semester which follows the same format as both fall and spring semester.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
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Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the
PsyD student manual for the Academic Warning and Reasons for Dismissal Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
university.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the university’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each
error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean
of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the
department’s written notification of dismissal.
The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program
must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
received by the Dean of Professional Studies’ office. The Dean of Professional Studies will send a copy of the program’s
response to the student.
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The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Clinical Psychology, Creative Writing, Education, Leadership, Music Therapy, Nursing, Physician
Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business
days of receipt of the program’s statement of response. The Committee will meet with the student and a program
representative to review the procedures and ask questions of both the student and the program representative. The
student and program representative may each bring a third party to the review meeting (limited to an Augsburg
University faculty member, staff member, or student). The role of the third party representative is to provide support to
the student or the program representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director in
order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after the 10th day of the third semester, the student’s file will be deactivated and the student
will need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous
coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered
for transfer, a course must be from a regionally-accredited college or university and graded B- or better. Courses must
have been taken at the graduate level and course content must be comparable to program requirements at Augsburg.
The maximum number of semester credits that can be transferred is:
●
●
●
●
●
●
●
●
●
●
●
Master of Arts in Education (6)
Master of Arts in Teaching (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Doctor of Psychology (30)
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Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of
credits that would have been earned had the equivalent course(s) been completed at Augsburg.
Transferred coursework with Augsburg equivalents is captured on the Transfer Evaluation and the degree audit, both of
which are accessed from Records and Registration. Courses and credits that are accepted in transfer are recorded on the
student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not
included in the student’s cumulative grade point average.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated
party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an
encrypted electronic method (adapted from AACRAO, 2018).
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
Graduation
Requirements
See the applicable program section of this catalog for the program’s graduation requirements.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with their program advisor about any questions or concerns. Students
should consult their degree audits when preparing for registration. Program advisors are available to assist with
registration planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application
forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what
makes the student eligible for commencement ceremony communications and the conferral of their degree upon
program completion.
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Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for their
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony.
The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony
selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion
of their last requirement. This mailing will be sent to the address that displays in their Records & Registration record.
Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the
student paying for reshipment or being required to pick up the mailing at the Registrar’s Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following graduate degrees: Master of Arts, Master of Business Administration,
Master of Fine Arts, Master of Music Therapy, Master of Science, Master of Social Work, Doctor of Nursing Practice, and
Doctor of Psychology.
Final, Official Transcript
Each graduate who has satisfied all Student Financial account obligations at the time of the diploma mailing will receive
their official transcript in a sealed envelope as part of the diploma mailing. To remain official, the sealed transcript
envelope must remain sealed.
Each graduate who has not satisfied all obligations at the time of the diploma mailing will be responsible for taking care
of their Student Financial account obligations. Once met, their official transcript will be mailed to them and additional
copies can be ordered and released.
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Doctor of Psychology (PsyD)
The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train
students in the major aspects of clinical practice. To help ensure that students are prepared adequately, the curriculum
integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need
of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a
Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the
fundamental academic and experiential elements of clinical psychology.
In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of
academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and
field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and
roles.
The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be
in psychology, some psychology courses are required (as foundation courses), and some experience in psychological
services is desirable.
The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the
required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the
doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual
skills, and must complete a Clinical Research Project in the area of applied clinical psychology.
The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all
graduate students. Some of these required courses cover the major theories of historical and modern psychology and
their application in current practice; the stages of the developmental process, and the basis for behavior;
psychopathology; and a series of courses dealing with the administration and interpretation of various forms of
assessment, basic intervention skills and various theory and therapy approaches. Students are also required to
participate in two years of practicum field experience in assessment and psychotherapy and the seminar that
accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the
treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the
doctoral degree.
Included among the basic objectives of the PsyD program are the following:
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Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an
individual, family, or group basis
Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into
their clinical approach
Assisting practitioners to assume leadership positions within the healthcare delivery system
Training psychologists to work with professionals from other disciplines as part of an effectively functioning
healthcare team
Preparing practitioners to evaluate and use clinical research applications of psychology
Program Aims and Competencies
The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the
practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that
students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological
research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program
emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the
ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and
supervision. Interpersonal and multicultural competency are foundational elements of our program.
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Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of
this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical
psychology.
In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences
and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number
of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical
psychology.
Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation,
assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of
competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional
Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework
requirements for licensure as a psychologist in the state of Minnesota.
Program Competencies
The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology
program.
1. Students will demonstrate competency in research, including knowledge of research and quantitative methods
as well as psychometrics
2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical
manner
3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical
and empirical knowledge base and the ability to apply it
4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and
an openness to supervision and feedback
5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains
6. Students will demonstrate effective interpersonal skills in professional interactions and relationships
7. Students will demonstrate competency in assessment, including the ability to administer and interpret
psychological tests and apply knowledge of strengths and psychopathology to the assessment process
8. Students will demonstrate competency in intervention, including developing and applying evidence-based
treatment plans, and evaluating treatment effectiveness
9. Students will evidence knowledge of supervision models and practices
10. Students will evidence knowledge of consultation models and practices, and demonstrate
interprofessional/interdisciplinary skills
11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive,
developmental, and social aspects of behavior; and the history and systems of psychology
Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree program is accredited, inactive by the
Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the
APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates
an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students
from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the
Augsburg University/Argosy Teach-out accredited, inactive program.
Effective December 8, 2021, the program is also APA-accredited on contingency for non-teachout, non-Argosy University
students in the Clinical Psychology PsyD program. The Program is accredited, on contingency, through the following date:
December 8, 2026. Questions related to the program’s APA accredited status should be directed to the Commission on
Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE,
Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation
For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning
Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. Matriculation through the
36
PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national
licensure examination and to meet licensure requirements in the state of Minnesota. Licensure requirements and
standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to
examine the requirements of the specific state in which they plan to practice. State licensure requirements may be
obtained from:
Association of State and Provincial Psychology Boards
P.O. Box 4389
Montgomery, Alabama 36103
332.832.4580
www.asppb.org
Academic Requirements and Policies
Graduation Requirements
Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be
responsible for completing the program requirements that are in effect at the time of their admission. The school retains
the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible
for graduation, students must meet the following requirements.
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●
●
●
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●
The satisfactory completion of 98 semester credit hours. The total credit hours must include:
o 69 credit hours of core courses
o 2 credit hours of Professionalization Group
o 12 credit hours (two years) of practicum and practicum seminar groups
o A minimum of 9 credit hours of general electives
o 6 credit hours of Clinical Research Project
Successful completion of the Comprehensive Examination no later than the beginning of the fifth year
Successful completion of all sections of the Clinical Competency Evaluation (CCE)
Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months
Successful completion of the Clinical Research Project
GPA of at least 3.00 (B average)
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar.
The Clinical Research Project is approved by all committee members as final, and submitted and accepted into
IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month
following meeting this requirement, assuming the internship final evaluation has been received earlier.
All courses other than electives are considered core courses. Students are required to retake a core course if they receive
a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade
below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or
better.
Additional Requirements for Academic Progress for the PsyD
Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete
the program within seven years after matriculation, with the practica completed by the end of the fourth year. Students
are required to be in full-time residence in the program for a minimum of one academic year of pre-internship
enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including
two years of practicum training that typically occurs during the second and the third academic years. Students are
expected to maintain full-time enrollment in the program until all course requirements have been completed. The
continuous registration policy will be enforced for all students who have completed all coursework except for the Clinical
Research Project.
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Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such
extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a
short period of time.
Additional requirements for academic progress are described in the Student Handbook.
Clinical Training Overview
Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the
opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop
the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical
training, Clinical Psychology program students are expected to possess effective assessment and intervention skills,
demonstrate cultural competence, relational competence, and practice in an ethical manner.
During their clinical training, students advance through progressively challenging levels of training. At each level, a
student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to
the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate
competency in specific clinical tasks.
Practicum and Practicum Seminar Requirements
Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological
interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum
Seminar eligibility and requirements may be found in the Student Handbook.
Clinical Competency Evaluation (CCE) Requirements
The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which
students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this
evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards
of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and
clinical practice. Detailed requirements for the CCE are contained in the Student Handbook.
Comprehensive Examination Requirements
Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive
Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical
psychologist.
The Comprehensive Examination covers material from required courses and training activities during the first three years
of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the Student
Handbook.
Clinical Research Project Requirements
The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement
for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their
knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and
to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a
committee of faculty members who will review the material and make recommendations and suggestions. Detailed
requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student Handbook.
Internship Requirements
The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD
coursework is finished. All students applying for internship are required to fully participate in the national matching
process through the Association of Psychology Postdoctoral and Internship Centers (APPIC; www.appic.org). APPIC
matches graduate students with intern training sites. Students are required to apply to a minimum of 15 APA Accredited
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internship match sites (unless an exception is approved by the Director of Training). The Director and Associate Director
of Clinical Training help students identify appropriate locations to apply for internship and prepare the documentation
necessary for internship application. During the course of the internship, the Training Department continues to monitor
the progress of the student and maintain contact with the student and his or her supervisor.
While an internship may be a paid position, the internship site may not be the student’s regular or prior place of
employment.
The internship must be completed within the overall seven-year time limit for completing the doctoral degree program.
Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24
months are possible. Since the needs of students differ during the internship process, all internship sites must receive the
approval of the training staff. A student may not apply for an internship without the approval of the Director of Training.
All internship applications must be approved by the Director of Training. Detailed requirements for internship are
described in the Student Handbook.
Additional Academic Standards and Student Evaluation
Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health
service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In
addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional,
psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required
to conform to ethical standards which govern the behavior of professional psychologists.
Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD
Program)
Students who have completed graduate coursework at another institution may petition the program director(s) for
transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses).
Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are
strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The
transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along
with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be
given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. For teachout
students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will
generally be transferred to Augsburg in full, provided grade minimum and other course requirements were met both at
Argosy and at Augsburg. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do
not count towards the total number of transfer credits allowed when transferring to Augsburg from an institution other
than Argosy’s PsyD Clinical Psychology program.
Criteria for Academic Warning and Program Dismissal
The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be
dismissed from the PsyD programs.
Residency Requirements
PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic
years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At
least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which
the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that
same campus.
Attendance Policy
The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director.
More than two absences in a class can be grounds for not passing that class; students should notify faculty of any
anticipated absences.
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Criteria for Enrollment Load
Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the
following conditions apply:
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The student is registered in at least six credits during a semester.
The student is registered in at least 3 credits and is also concurrently enrolled in a Clinical Research Project credit
(PRP850, 851, 852, 853, 854, 855, or 859) or Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in a half time internship (PRP890 or 891).
The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the
following conditions apply:
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The student is registered in at least three credits during a semester.
The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project
credit (PRP850, 851, 852, 853, 854, 855, or 859).
The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum
(PRP831 or 832).
The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Admission to PsyD
Requirements
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A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0)
-orA graduate grade point average of 3.25 (on a scale of 4.0)
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of
both written and spoken English to study college courses conducted entirely in English. See the Admission
section of this catalog for information about English language proficiency requirements.
Completion of an interview with a member of the program Admissions Committee.
An admissions representative is available to help interested applicants complete the following required
documentation:
o Completed Application for Admission Form
o Admission Application Fee through PSYCAS (see information about PSYCAS below)
o Personal/professional goal statement with a self-appraisal of qualifications for the profession
o Current Curriculum Vitae (CV) or resume (or career summary)
o Three completed Applicant Recommendation Forms
o Official transcripts from all post-secondary schools attended
On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be
considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral
study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions
committee, and approved by the Program Director.
Foundation Courses
The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or better,
five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of these
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courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three courses
are required:
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Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or
Masters degree in Psychology)
Abnormal psychology, psychopathology, or maladaptive behavior
Statistics or research methods
Two additional courses in the field of psychology must also be completed.
Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree
program.
Application Process
Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application
service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use
PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in
the application: https://psycas.liaisoncas.com/.
Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however,
there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the
admissions process, an additional fee is charged for each additional application.
Non-Degree-Seeking Students in the PsyD Program
The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester
credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy
for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed
all course prerequisites.
Committee Decisions
All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions
are final and are not subject to appeal.
Clinical Psychology Faculty
Sarah Addicks (2022). Assistant Professor of Clinical Psychology. BA, New York University. MS, MPH, Ph.D., West Virginia
University.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD,
West Virginia University.
Abigail Hughes-Scalise (2020). Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA, PhD, Case Western
Reserve University.
James Theisen (2020). Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA, PhD, Fuller Graduate
School of Psychology.
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Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 78 Total Credit Hours
100 Out of Class Field Hours Required
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EDC 580 - School and Society (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K-6 Methods: Math (3 CH)
● EED 560 - K-6 Methods: Science (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
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100 Out of Class Field Experience Hours Required
K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for
grades 5-12 prepare teachers to teach at the middle and high school levels.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
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EDC 511 - Tools of Inquiry (3 CH)
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
MAT with a concentration in Special Education
48 Graduate Credit Hours / 73 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
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students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism
spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an
inclusive education model. Under this model, students learn how to work closely with both special and general educators
to facilitate inclusion of special education students into the regular education classroom.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K–6 Methods: Math* (3 CH)
● EED 560 - K–6 Methods: Science* (3 CH)
● SPE 510 - Implementing Assessment Strategies* (3 CH)
● SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
● SPE 515 - Theory to Practice* (3 CH)
● SPE 525 - Transition and Community* (3 CH)
● SPE 530 - Instructional and Behavioral Practices* (3 CH)
● SPE 540 - Parent and Professional Planning (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 69 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/MN American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● ESE 525 - Creating Learning Environments* (3 CH)
● ESL 510 - History and Structure of the English Language (3 CH)
● ESL 520 - ESL Literacy* (3 CH)
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ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students
may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the
500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
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Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution.
Cumulative grade point average of 2.5 or higher.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
o
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study
at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
45
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. When graduate coursework is met with a course exception, additional graduate
credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission
committee be formed by written petition to the Graduate Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Cumulative GPA Requirement
To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg
cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg
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Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in
the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission
form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above
and beyond the charge for tuition.
Licensure Tests
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours
with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
47
Program Requirements
30 Graduate Credit Hours
The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and
self-politicization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (9 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 5xx - Paideia Theory, Research, and Practice (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 5xx - Out of School Pedagogies (3 CH)
EDC 5xx - Education Policy and Advocacy
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
ESE 500 - Reading and Writing in the Content Area (3 CH)
ESL 530 - Language, Culture and Schools (3 CH)
SPE 530 - Instructional and Behavioral Practices (3 CH)
SPE 510 - Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
EDC 541 - Experiential Education
EDC 542 - Outdoor Education
ESL 530 - Language, Culture, and Schools (3 CH)
SPE 525 - Transition and Community (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
48
development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor.
Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to
complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry
project.
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements.
49
When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional coursework may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at
Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will
also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
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EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission Requirements
Students admitted into the MAE programs must have:
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A Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study at
Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. Should a graduate level course be met through course exception, those graduate
credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
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Acceptance into the MAE Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose
cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the
Graduate Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday
evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at the end of the program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the university’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission
form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
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may be able to complete your field experience in your own classroom. If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above
and beyond the charge for tuition.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours
with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet face
to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Our Faculty
Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of
Minnesota.
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Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD,
University of Minnesota.
Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota.
Jason Michael Lukasik, Associate Professor of Education and Program Director, MA in Teaching, MA in Education. BA,
MEd, PhD. University of Illinois at Chicago.
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Master of Arts in Leadership
MA in Leadership Mission
Leadership Development at Augsburg University At the core of the Augsburg Master of Arts in Leadership is a view of
leadership as an interactive process between leaders and followers working together to accomplish desired outcomes.
The MAL program explores both the nature and practice of leadership in a wide variety of organizational and community
settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as
an array of competencies. The program is designed to help individuals formulate and communicate a shared vision,
navigate changing environments, understand the impact of cultural competence on leaders and followers, and enhance
self-awareness and the capacity to be reflective practitioners.
Program Learning Outcomes
Graduates should be able to:
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Identify and analyze multiple theories of leadership in dynamic organizational and community settings;
Analyze and navigate complex changing environments in which leaders and followers function;
Enhance the capacity to be reflective practitioners;
Develop a personal understanding of one’s philosophy of leadership;
Articulate an understanding of cultural competence and its impact on effective leadership and followership; and
Formulate and communicate a shared vision to inspire achieving desired goals.
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
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ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 538 - Communication Skills for Leadership
ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well
as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Leadership in the Community
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
elective courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
This seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Leadership Capstone: Integrating Theory and Practice
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a coordinated
program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the
Master of Arts (MA) in Leadership with the demand for business education through our Master of Business
Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
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Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an application for their
second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second
program.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
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ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Leadership Capstone: Integrating Theory and Practice
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
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MBA 570 - Quantitative Decision-Making for Managers
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
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Data Analytics
o MBA 572 - Data Programming
o MBA 573 - Predictive Analytics
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
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Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
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MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 570 - Quantitative Decision-Making for Managers
MBA 540 - Business and Professional Ethics
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Data Analytics concentration: MBA 572 and MBA 573
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
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ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Leadership in the Community
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Leadership Capstone: Integrating Theory and Practice
Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional
degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students must complete an application form. Upon entering the MBA program, online quantitative skills
modules are required in five areas and must be completed before beginning the quantitative courses:
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Statistics
Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
The Graduate Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without undertaking
a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership courses in
leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three
courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg
graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505.
Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to
qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all
requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and
to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MA in Leadership program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of
accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership program.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies
Admission Requirements
Applicants to the program must have:
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Bachelor’s degree from a regionally-accredited, four-year college or university, or an appropriately certified foreign
institution.
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Minimum cumulative undergraduate grade point average of 3.0 or a minimum cumulative grade point average of 3.0
for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum
admission requirements, admission may be possible as decided on a case-by-case basis.
Two years of experience (or equivalent) with one or more organizations in a position of leadership or position
demonstrating leadership potential is preferred.
Application Checklist
The following materials must be submitted to the Office of Admissions:
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Completed application form
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Two letters of recommendation preferred
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully
completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition
successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university
policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed.
Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
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Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer
semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University
of Minnesota.
Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine
University.
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Thomas Morgan, Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita, Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor Emerita, Sociology. AB, Connecticut College; PhD, Yale University.
Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies
and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
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Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life and in health care systems, both locally and globally,
and supports students to envision new models of care across practice settings. Students select from two tracks of
study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a
wide variety of roles and responsibilities throughout the health care system and in emerging care settings in
communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
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Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 credits per semester) or part-time (4 credits per semester). Time to degree
completion takes an average 24 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on
inter-professional collaboration across care settings. Participation in nursing leadership practica in traditional and
emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students
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to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to
address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Research, and Practice Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Research, and Practice Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science,
theory-guided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing track courses
include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Research, and Practice Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Research, and Practice (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR
525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
64
practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts
frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship,
and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran
Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England.
A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Applicants to the Master of Arts in Nursing program must have:
●
●
●
●
●
An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
A college level statistics course is required for progression in the program, but is not necessary for admission
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
●
●
●
●
A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation preferred
Current resume
Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
65
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed
information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the
program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the
student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to
meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday,
Tuesday, or Thursday evening from 4:30pm to 8:30pm.
Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica
options will vary for each course with choices of either independent practica or faculty-led practica.
Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN programs.
66
Staff
Colleen Hagerman, Nursing Programs Coordinator.
67
Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
●
●
●
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can
choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a
practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months,
including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar, and
a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including
completion of the DNP project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and
practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease
health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One didactic course equals three
semester credits. The DNP courses (NUR 800 level) are taught in a hybrid format using zoom technology, synchronous
and asynchronous instruction to meet the needs of working adults. Synchronous classes typically meet for four or five
hours once a month.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
68
●
●
●
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their DNP program. Students will be
allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students
will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day
practicum immerses students in ways of knowing of the Lakota people and students spend time at Custer State Park,
South Dakota.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala; Mexico; Namibia; Pine Ridge, SD; and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice and developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars
in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar
(NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout
the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
●
●
●
●
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
●
●
●
●
A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health is Membership.”
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
Personal interview with Augsburg Nursing faculty
69
The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with
student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted
to the program.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS)
(www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their
credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council
Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies.
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the
student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed
from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-director of the BSN
Program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead
change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced
autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural
nursing, integrative healthcare practices, transformational leadership, and health assessment.
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
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●
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●
●
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical
skills labs, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to
student needs. 500-level courses consist of six hybrid, synchronous and asynchronous classes a semester - four hours of
class time, using zoom technology. In addition to the didactic course, students take a one credit practicum course
associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of
synchronous and asynchronous modalities with varying times of four to eight hours. One course is offered in an
immersion format of four days of class per semester. The FNP courses (final two years of study) are offered primarily on
Monday, Tuesday, Wednesday or Friday, approximately six times a semester for four to five hours in a hybrid format,
using zoom technology, synchronous and asynchronous as well as some face to face classes. Class time hours will vary.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and/or in Rochester, MN, at Bethel
Lutheran Church (810 3rd Ave SE) , the location of Augsburg’s learning site. Students must be prepared to drive to
Minneapolis or Rochester for classes. If weather is inclement, Zoom technology is used.
71
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the
DNP portion and 675 hours for the clinical portion.
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
In a 15-week semester, practicum hours are computed as follows:
●
●
●
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 360 which equals 8 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 23.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Clinical Skills Labs
Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills
labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Final DNP/FNP Project
Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout.
The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
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●
●
●
●
●
●
●
●
●
●
●
●
An earned baccalaureate degree in nursing (BSN or BAN), or a master’s degree in nursing from a nationally
accredited institution and a nationally accredited nursing program.
A minimum of three years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
A 2-3 page professional essay responding to a posted question on the admission application.
Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
A current Curriculum Vitae.
Personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course on an official transcript before enrolling in the Nursing
Research course (NUR520) & the associated practicum (NUR520P).
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current at the time of publication and are subject to change.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS)
(www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their
credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council
Licensure Examination (NCLEX). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
73
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Michelle Higgins, DNP, APRN, FNP-C, Instructor.
Jill Oswald, DNP, APRN, FNP-C, Instructor, Clinical Director of the DNP-FNP Program
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Michelle Ullery, DNP, APRN, FNP-C, Instructor, Director of DNP-FNP Program
Staff
Colleen Hagerman, Nursing Programs Coordinator.
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP
accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and
“hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data,
recognize trends and take the appropriate action. The MBA program utilizes 7 different business simulations in order to
enhance experiential learning and critical thinking. Toward the end of the program, Augsburg MBA students work on a
consulting project for a business organization or social enterprise. Students are divided into groups of four or five and
write strategic, business and marketing plans for the organization or entrepreneur. In the past 18 years, students have
written plans and made recommendations for facility expansions, new product introductions, and new marketing
programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team.
The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a
faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects
Augsburg’s mission of developing leaders grounded in values, purpose, and vocation.
74
The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and
Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical
decision-making. The students write their own personal development plan focusing on their core strengths, core
convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We
encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of
the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference and are committed to diversity,
equity and inclusion. We invite you to become part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.D.
Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by
transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions for their organization and the world.
Accreditation
The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach
students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and
real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from one another, mentor each other, and develop their own career development plan
based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on
projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of class. Working
both individually and in small groups enables you to enhance your strengths, build your skills, expand your business
acumen, and improve your decision-making. Together as a community, you’ll build personal, social, and academic
abilities.
MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
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Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
● Course(s) must be taken at an approved, regionally-accredited institution.
● Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time. The program is
designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic
Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures,
and learn about the culture and traditions of the countries visited. Each MBA student will have two opportunities during
their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the
course selected), lodging, and travel in-country, as well as some meals. We have visited Germany, France, Poland,
England, Ireland, Italy, Chile, Argentina and Brazil.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
Semester 3:
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
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MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, Entrepreneurship, or Data Analytics.
Data Analytics Concentration
MBA 572 - Data Programming
MBA 573 - Predictive Analytics
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneurship concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation.
SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic
Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master
of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May. Due to Covid-19, our classes have been held via synchronous video conferencing
during the normal class hours.
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Orientation for new cohorts is generally scheduled one to two weeks in advance of the beginning of classes. For more
information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission Requirements
Applicants to the MBA program must have:
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Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution
Minimum of two years of relevant work experience is preferred
Admission checklist
The following materials must be submitted to the Office of Admissions:
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Completed application—Apply online at www.augsburg.edu/mba
Two personal statements
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation preferred but not required
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and Policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
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Academic Evaluation
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their records,
refer to the academic calendar at www.augsburg.edu/registrar.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project
presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty.
Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course.
More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
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Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B-
MBA Faculty
Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Cory Erickson, Instructor. BA, Ambassador University; MBA, Carlson School of Management, University of Minnesota.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Ibrahim Keita, Instructor. BS, Arizona State University; MA, Duke University; PhD, University of Minnesota.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of
creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
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Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
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Teaching
Publishing
Features
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Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising.
The program includes three summer residencies.
Fall and Spring Semesters Online
The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual
classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and
Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of
craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the
fourth. Cross-genre work is allowed and encouraged.
Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
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First Year
o Summer Residency I (6 credits), held for ten days in the Twin Cities, includes a workshop in the student’s
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely,
via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared
genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and
writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their
thesis (students should prepare for this work during their second year). To earn credit for the residency, students
must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
● Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading semesters instead of the standard four. At least four of these
semesters should be used to study the student’s declared genre.
● Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option
has students completing at least five mentored and reading semesters, including three in the student’s primary
declared genre and at least two in a different genre.
● Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as the director’s approval is required.
● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside
a traditional or extended/mixed genre course of study. The career concentration courses are also available as
post-MFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
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Course Listing
ENL 531 - Residency in Creative Writing: Fiction
ENL 532 - Residency in Creative Writing: Nonfiction
ENL 533 - Residency in Creative Writing: Poetry
ENL 534 - Residency in Creative Writing: Screenwriting
ENL 535 - Residency in Creative Writing: Playwriting
ENL 536 - Residency in Creative Writing: Multi-Genre
ENL 541 - Mentorship and Critical and Creative Reading: Fiction
ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 - Mentorship and Critical and Creative Reading: Poetry
ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 - Mentorship and Critical and Creative Reading: Playwriting
ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 - Craft Paper: Fiction
ENL 548 - Craft Paper: Nonfiction
ENL 549 - Craft Paper: Poetry
ENL 550 - Craft Paper: Screenwriting
ENL 551 - Craft Paper: Playwriting
ENL 552 - Craft Paper: Multi-Genre
ENL 553 - Thesis: Fiction
ENL 554 - Thesis: Nonfiction
ENL 555 - Thesis: Poetry
ENL 556 - Thesis: Screenwriting
ENL 557 - Thesis: Playwriting
ENL 558 - Thesis: Multi-Genre
ENL 559 - Thesis
ENL 560 - Craft Paper
ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university, or an appropriately
certified foreign institution, with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a
GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples.
Applications Must Include
● Completed online application
● One letter of recommendation preferred
● A personal essay
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Applicants must submit an official transcript(s) from the regionally-accredited institution granting the bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample (page counts are meant to provide guidance but are not a requirement):
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script/playwriting format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public
lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality
(fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality
(playwriting).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper
and thesis courses carry two credits each.
To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a
concentration in Publishing, students must complete 11 courses or 54 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and
qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach
student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative
assessment, students will be assessed in light of their success in meeting learning objectives of the course while
completing work assigned.
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MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away”
for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and
demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty
and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University.
Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of
Library & Information Science, San José State University, San José, CA.
Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University.
Michael Kleber-Diggs, MFA Mentor. JD, University of Minnesota.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth &
Communities; PhD, Performance as Public Practice, the University of Texas, Austin.
Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction,
Bennington College.
TyLie Shider, MFA Mentor. BA, Delaware State University; MFA New York University.
Lindsay Starck, Associate Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
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Faculty Associates
D.E. Green, Professor Emeritus, English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013, 2020
Creative Nonfiction
John Medeiros, 2020
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
Ken Rance, 2015
Bill Wheeler, 2014
Christina Lazaridi, 2013
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Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
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Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, the MMT
program offers unique learning opportunities that foster discovery and help students realize their full potential. To
engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic
view of the use of music in health, healing, and well-being. To advance the practice of music therapy by preparing
students through a hybrid master’s degree program that is innovative, flexible, and possesses breadth and depth,
designed to meet the changing needs of clients and demands in clinical practice.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The program is a 36 credit program that includes core music therapy
courses designed to advance clinical practice and a wide selection of elective courses to tailor the development of clinical
expertise.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 – Thesis or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by the academic advisor and program director.
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Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
Manuscript for publication: A scholarly manuscript based on any type of research conducted or clinical case study.
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Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half
years. The equivalency courses include the following:
MUS 271 - Introduction to Music Therapy (2 credits)
MUS 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credits)
MUS 375 - Music Therapy Practicum (1 credits)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
In addition to all the graduate coursework, students must also complete the music therapy internship.
MUS 546 - Clinical Music Therapy Internship (2 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT
and Equivalency Plus), as well as the courses listed below.
MUS 113 - Music Theory and Aural Skills I (4 credits)
MUS 114 - Music Theory and Aural Skills II (4 credits)
MUS 213 - Music Theory and Aural Skills III (4 credits)
MUS 214 - Music Theory and Aural Skills IV (4 credits)
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) OR music history course from another genre
MUS 232 History and Literature of Music, 1750 to Present (4 credits) OR music history course from another genre
After completing the graduate coursework, students must also complete the music therapy internship. 180 practicum
hours need to be completed prior to the internship. Internship will consist of 1,040 supervised clinical hours to fulfill the
requirement. Additionally, proficiency exams on piano, voice, and guitar must be passed prior to starting an internship.
MUS 546 - Clinical Music Therapy Internship (2 credits)
Plan of Study
There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track
(MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus
Master of Music Therapy track (E+MMT). The third is for individuals that hold a bachelor’s degree that is not in music,
but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track (E++MMT).
Thesis/Final Project
As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated
with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs
required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive
review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards.
The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding
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course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also
includes the defense of the thesis.
Thesis/Final Project Requirements
The term thesis is used for the research and document required for the master's degree in many departments and
programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project
follow the same process outlined below. While the thesis includes a research component, the final project maintains the
rigor of a thesis project, but does not include the formal research component.
1. Once the research topic has been chosen, the student must submit a project proposal: a written formal
statement of the topic and plan of execution for the research. Your academic advisor will let the student know
what form the proposal should take.
2. The composition of the committee that will supervise the project should be determined in collaboration with the
student and academic advisor. The number of members needed on a project committee may vary depending on
areas of expertise, but should include a minimum of three (thesis advisor and two reviewers). The academic
advisor will provide final approval of the review committee and thesis topic.
3. Students will provide a 25-30 minute oral presentation of their thesis with their academic advisor, program
director, and all reviewers present. Academic advisor, program director, and reviewers will ask questions of the
student and then deliberate and vote when the student has been excused.
4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that
reviewers have required. When those have been received the final grade for the thesis will be submitted and the
student will provide two bound copies of the thesis to the program director.
MMT Program Comprehensive Review
In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been
acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of
appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project, but
always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project, and
assesses the student's mastery of the several components of the degree course work. Students will demonstrate
evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited
to:
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Theoretical foundations
Assessment and evaluation
Music therapy methods and method-variations
Sociocultural considerations
Reflective and reflexive practice
Ethical considerations
Evidence-based practice
Professional development
Research methodologies
Admission to MMT
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Online Application
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree, or an appropriately certified foreign institution, and from the most recently attended institution, if not the
same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
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2 letters of recommendation (can be submitted online through the application-please have your recommenders
email addresses when you begin the application).
Proof of Board Certification (if applicable)
A music assessment (this can be taped or live) of ten to fifteen minutes of your primary instrument(s) and any
additional instrument(s) applicant is proficient on Music from any genre can be a part of the music assessment.
Essay-(submitted as part of the online application) no longer than three pages.
Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
If not submitted with the online application, materials need to be sent to:
Augsburg University
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
The Master of Music Therapy program is accredited by the National Association of Schools of Music (NASM) and
approved by the American Music Therapy Association (AMTA). Augsburg University is accredited by the Higher Learning
Commission.
MMT Faculty
Annie Heiderscheit, Ph.D., MT-BC, LMFT, Associate Professor & Director of Music Therapy
Debbie Bates, Ph.D., MT-BC, Instructor
Nancy A. Jackson, Ph.D., MT-BC, Instructor
Juyoung Lee, Ph.D., MT-BC, RMT, Assistant Professor
Lindsay Markworth, MMT, MT-BC, Instructor
Dawn McDougal Miller, M.Ed. MT-BC, Instructor
Emma Moonier, MS, LPCC, MT-BC, Practicum Coordinator & Instructor
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg PA program is to educate empathic, community-minded, and forward-thinking health care
leaders to practice in primary care with a focus on underserved, underrepresented, and marginalized communities.
The Augsburg PA program values team-based learning for team-based patient care through connection, inclusion, and
innovation.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted
Accreditation-Continued status to the Augsburg University Physician Assistant Program sponsored by Augsburg
University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in
compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the
accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date
for the next validation review of the program by the ARC-PA will be 2029 June. The review date is contingent upon
continued compliance with the Accreditation Standards and ARC-PA policy.
The program’s accreditation history can be viewed on the ARC-PA website at
https://www.arc-pa.org/accreditation-history-augsburg-university/
Program Director (Dr. Vanessa Bester, phone 612-330-1660 and/or email besterva@augsburg.edu)
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies.
Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy,
pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues.
In addition, the clinical practice seminar is a small-group, case-based course that offers the unique opportunity to
integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that
promote the development of practical skills through the use of simulated patients, technical skills workshops and labs.
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of practice
settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed
to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and beyond.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program.
PA Program Sample Calendar
YEAR 1
Summer
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PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 542 - Professional Issues
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Clinical Phase (12 Months)
Fall (12 credits)
Spring (12 credits)
Summer (16 credits)
PA 600-622 (4-6 credits)
Over the course of the clinical year, every student is required to successfully complete 7 core clinical experiences* and
additional electives or preceptorships that complement our primary care-focused curriculum. These include:
● Psychiatry and Behavioral Health*
● Emergency Medicine*
● Family Medicine*
● General Surgery*
● Internal Medicine*
● Pediatrics*
● Women’s Health*
● Electives/Preceptorships
Examples: urgent care, primary care, cardiology, pulmnonary, orthopeditcis, emergency mediciine, critical care,
surgery, transgender care, pediatrics, infectious diseases, internal medicine, dermatology
PA 690 - Capstone Course (2 credits) - Required in the last semester of the program.
For a complete list of courses and descriptions, see the Course Description Search.
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Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process.
Qualified applicants will have:
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Bachelor’s degree (in any major) from a regionally-accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
Completed the Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These
courses must have been completed within 10 years of the year you are applying for admission.
The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited
two-year or four-year college or university (within the timeline specific to your degree status as defined below).
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One full course of psychology
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of statistics
One course of medical terminology
*Labs are recommended but not required.
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Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE, PA-CAT and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
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Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We
recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
Demonstration of a commitment to, and involvement with, underserved communities
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted
by August 1.
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Selection Process
The Augsburg PA Program is a mission driven program that recruits caring individuals who are dedicated to providing and
increasing access to competent health care. The Admissions Committee looks for a balanced application by reviewing key
criteria such as a bachelor’s degree, cumulative GPA, science GPA, prerequisite courses, essays and direct patient care
experience. Applicants are reviewed holistically for their service to underserved populations, knowledge of the
profession, leadership activities, compassion and respect for others, ethics and integrity, personal and professional
development, and letters of recommendation.
We give preference to applicants who demonstrate a strong match to our mission and who meet any of the following
characteristics:
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Minnesota residents
Augsburg graduates (those who have completed an undergraduate degree)
Re-applicants who have improved their science GPA (improved by at least 0.2 after meeting the minimum
requirement of 3.0) and/or patient care experience (accrued at least 2000 hours of direct patient care at time of
re-application)
Military experience (honorably discharged veterans and active military)
HRSA economic indicators from CASPA application:
● I am the first generation in my family to attend college (neither my mother nor my father attended college)
● I am from a family that lives in an area that is designated as a Health Professional Shortage Area, or a Medically
Underserved Area (https://data.hrsa.gov/tools/shortage-area/hpsa-find).
● Your parent’s family income falls within the table’s guidelines and you are considered to have met the criteria for
economically disadvantaged
(https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html)
Interviews (September-November)
As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted
from September-November. Candidates are invited to campus to meet program faculty, staff, current students, and to
tour the facilities. The interviews focus on an applicant’s professionalism, communication skills, knowledge of and
dedication to the Augsburg PA mission, patient care experiences, teamwork skills, and questions asked by the applicant.
As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months
of October and May. A list of alternates will be selected to fill seats that accepted candidates may not claim.
Academic Policies
To access additional information pertaining to program policies, please reference the current student handbook.
Technical Standards
Technical Standards are defined as the nonacademic requirements for participation in an educational program or activity.
They include physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the
curriculum and for entry into the profession.
All candidates and students for a master of physician assistant studies degree offered by the PA Program at Augsburg
University must have, with or without reasonable accommodation, multiple abilities and skills including:
Physical Technical Standards
● Functional use of the senses of vision, hearing, and equilibrium.
● Exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and
vibratory) senses
● Perception/observation of demonstrations, exercises, and patients accurately at a distance and close at hand.
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Communicate (in English) effectively, efficiently and sensitively with faculty, fellow students, all members of the
health care team, other professionals, patients and their families, including verbal, non-verbal, written and typed
communication.
Dissect cadavers and examine gross specimens in gross anatomy and pathology laboratories
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Possess gross and fine motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic
diagnostic procedures
Execute motor movements reasonably required to provide basic medical care, such as airway management,
placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, pelvic
examination, genital examination, digital rectal examination, simple obstetric maneuvers, and extended standing and
retraction in a sterile surgical environment and gown while actively assisting the surgical team for prolonged periods
of time.
Cognitive Technical Standards
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature, individual teaching settings, and in
clinical patient care settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
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be able to independently access and interpret medical histories or files
identify significant findings from history, physical examination, and laboratory data
provide a reasoned explanation for likely diagnoses and prescribed medications and therapy
recall and retain information in an efficient and timely manner and be able to see the relationship between this
retained information and its application in clinical practice
calculate, reason, analyze, and synthesize
incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans
Behavioral and Social Technical Standards
● Demonstrate the emotional health, maturity and compassion required of a healthcare provider.
● Possess the ability to use their intellectual capacity, exercise good judgment, and promptly complete responsibilities
attendant to the diagnosis under potentially stressful circumstances, emergency situations, and extended hours
● Develop empathic, sensitive, and effective relationships with patients
● Adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine
● Respond to supervision appropriately and act within the scope of practice, when indicated
● Possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic
backgrounds, and all belief systems.
● Take responsibility for themselves and their behaviors
● Positively represent the Augsburg University PA Program and the PA Profession
All PA students must meet the minimum technical standards at all times to successfully progress through the program.
Inability to meet any of these requirements at any stage in the program will result in a formal review process with the
student progression review committee (PRC) to support the student and identify reasonable accommodations. It is the
responsibility of the student to notify the PA Program Student Progression Committee, in writing, of any changes in
ability to meet minimum technical standards. A stated intention to only practice in a narrow field of medicine does not
alter the requirement that all students take and achieve full competence across the entire curriculum.
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Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability,
gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with
regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
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Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
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Alternative testing (extended time, limited distraction)
Assistive technology
Alternative format textbooks and course materials
Note taking support
Housing accommodations
Classroom accommodations
Some Examples of Disabilities
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Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
Accessing accommodations is an ongoing and interactive process where information can be gathered from the student
and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We
prefer students to present any documentation that describes their disability and the impact on educational experiences
directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612)
330-1053.
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Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must
complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be
considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA
Program will not substitute for any part of the clinical phase.
Employment while in the Program
We strongly discourage outside employment while enrolled in the Physician Assistant Program. Faculty does recognize
that employment may be an issue that some students will face. However, program obligations and academic
expectations will not be altered due to a student's work obligations. It is further expected that work obligations will not
interfere with the physician assistant students' learning progress or responsibilities while in the program. Outside
employment is never considered an excused absence. Employment will not be accepted as an excuse for academic
failures. or assignments not completed on time.
Withdrawal Policy
A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission
of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and
reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to
leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the
University.
Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies.
Please review official withdrawal deadlines on the registrar website for questions on tuition refunds.
Readmission Policy
Re-admission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely
unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program
through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental
Application. Additionally, at the time of application, the applicant must submit a letter reflecting upon and outlining the
reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer
advanced placement to any student.
For the full readmission policy and reapplication process, please contact the program.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Vanessa Bester, EdD, MPAS, PA-C, Program Director, Assistant Professor.
Kurt Devine, MD, IMedical Director.
Ryane Lester, MPAS, PA-C, Instructor.
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Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Amanda Perkins, PharmD, Instructor.
Caroline Rowe, PhD, Instructor.
Danielle Skoglund, MPAS, PA-C, Clinical Coordinator.
Eric Van Hecke, MPAS, PA-C, Instructor.
Rachel Elbing, MPH, PA-C, Clinical Assistant Professor
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
MSW Mission
We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work
practice that promotes intersectional racial and social justice in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro
and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice.
As you progress through our MSW program, you will:
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Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations,
approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation
students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through August. Classes typically meet
every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during
weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a
placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on campus
in a summer term (May-June), with the expectation that students engage in hybrid online learning activities between
on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period.
For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities,
assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during
the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a
summative evaluation or a portfolio, which requires significant independent research, analysis, and writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended.
Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s
situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and
academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
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hours. Successful completion of the second field practicum, required for both foundation and advanced standing
students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn
both historical and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, students study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full
foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before
beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed.
Concentration Curriculum
After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the
time of their application to the program. Students also complete an advanced field practicum. Augsburg offers two
concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration,
students deepen their knowledge of the primary issues affecting families and communities, develop a range of
client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in
practice-based research, and learn practice or program evaluation techniques.
In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to their chosen concentration and is completed
concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a
portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and
institutional policies that obscure or oppress people. Social work leaders must advocate for social change where
necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro
Practice concentration responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students
learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
Portfolio or Summative Evaluation Project
● Portfolio Project (MCCP students)
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The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid
portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios
are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents
in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final
year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples,
case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of
personal progress, and links to references.
Summative Evaluation Project (MCMP students)
All social workers must evaluate their practice to determine whether they are helping or harming clients. While in
the concentration practicum, MCMP students will design and implement a program evaluation for their summative
project. This project requires integration and application of knowledge and skills from both the foundation and
concentration curricula. Students develop their research while in their field internship and are advised by their field
seminar professor. Students conduct and present this evaluation/research project during their final year of study.
Master’s Thesis
The MSW program does not currently support a thesis option for students. Program updates are in process for the 23-24
catalog.
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
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Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field
practicum for advanced standing students
Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social
Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass
the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete
the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
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SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only)
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2
SWK 630 - Multicultural Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1
SWK 660 - Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2
SWK 668 - Organizations/Social Administrative Practice 2
SWK 630 - Multicultural Policy Practice
SUMMER
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SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 - Multicultural Macro Practice (MCMP) Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
SWK 699 General Elective
Students in both concentrations complete at least one general elective course.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
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Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
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Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted
with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this
practicum.
Process for Field Practicum Selection
Field practica begins in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the
University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities.
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In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
● Foundation or advanced standing coursework
● Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
● The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
● Complete a minimum of ten MBA courses after completion of the MSW degree.
● For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to
apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA
program. Admission to one program does not guarantee admission to the other.
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MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and
qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the
MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice of
alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic assessments,
individual, family and group treatment once they are appropriately licensed.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field
internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880
internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880
field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN
Board of Behavioral Health and Therapy.
Admission to MSW
The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
● Bachelor’s degree from a regionally-accredited college or university or an appropriately certified foreign institution
● Cumulative undergraduate GPA of 3.0 or higher
● Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
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Completed application form
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
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Two recommendation checklist forms, with letters attached, submitted online
Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a waiver.
Additional transcripts may be required to demonstrate qualifications for advanced standing.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the
student may be dismissed from the program. Students are retained in the program who can:
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Maintain expected grade point average (3.00 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be
repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW
director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW
Program Internship Placement Tracking website.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework.
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Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to
maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave
of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite
to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook.
Program Costs
In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field
placement. There may also be additional fees associated with short-term study abroad electives.
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
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Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is
to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
MSW Faculty
Johanna Barry, Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola
University Chicago.
Ankita Deka, Associate Professor of Social Work, Field Education Coordinator. BA, Delhi University; MSW, Tata Institute of
Social Sciences; PhD, Indiana University.
Christina Erickson, Professor of Social Work. BSW Program Director. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
Melissa Hensley, Associate Professor of Social Work, BSW Field Director. BA, MSW, PhD, Washington University in St.
Louis; MHA, University of Missouri–Columbia.
Kao Nou Moua, Assistant Professor of Social Work. BA, MSW, University of Montana, PhD, University of Minnesota.
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Erin Sugrue, Assistant Professor of Social Work, MSW Field Director. BA, Grinnell College; MSW, MPP, PhD, University of
Minnesota.
Special Appointments
Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Karen A. Durant ’81
Karim El-Hibri ‘06
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
James Hereford
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Mark Johnson ‘75
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Dean Kennedy ‘75
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Show less
2021–22
GRADUATE
CATALOG
Introduction
Graduate Catalog
2021-2022
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies an... Show more
2021–22
GRADUATE
CATALOG
Introduction
Graduate Catalog
2021-2022
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2021 - Summer Semester 2022. It is subject to change without
notice.
The catalog is intended to complement other University publications including the Student Guide and University
website. It is important for students to be familiar with all University policies and procedures. Students are strongly
encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree
requirements.
Published 2021
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part
of a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative
writing, education, leadership, nursing, physician assistant studies, and social work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and
in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow, PhD
President
2
Welcome from the Provost and Senior Vice President of Academic and Student Affairs
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives
informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative
learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world
experiences; and equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity
and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our locations—
whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the
neighborhood, the local community, and in various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Karen Kaivola
Provost and Senior Vice President of Academic and Student Affairs
3
About Augsburg University
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of
advancing civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Also, our programs look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. A Rochester, Minnesota, campus was added in 2002. A short history of Augsburg
University can be found at augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed:
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Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
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Master of Arts in Education
Master of Arts in Teaching
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner)
Doctor of Psychology in Clinical Psychology
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Augsburg offers the following dual degrees:
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Bachelor of Arts in Accounting and Master of Arts in Leadership
Master of Arts in Leadership and Master of Business Administration
Master of Social Work and Master of Business Administration
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all university facilities – whether a student in
Minneapolis, Rochester, or one of Augsburg’s international locations – and to participate in university activities such as
music and dramatic presentations and lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
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Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota-Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of
downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity
and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
Abroad Locations
Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take
courses, or consult with faculty in those locations to gain new perspectives on their disciplines.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
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intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs,
and the departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
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The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees)
Council on Social Work Education (CSWE) (Bachelor, and Master level degrees)
American Music Therapy Association (AMTA) (Bachelor, and Master level degrees)
National Association of Schools of Music (NASM)
Augsburg’s programs are approved or monitored by:
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American Chemical Society (ACS)
Accreditation Council for Business Schools and Programs (ACBSP)
Minnesota Board of Teaching
Minnesota Board of Nursing
Minnesota Office of Higher Education (MOHE)
Augsburg University is an institutional member of:
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American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act
and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin,
religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership
in a local human rights commission, or any other legally protected status in its education programs and activities,
employment policies and practices, or any other areas of the University, except in those instances where there is a bona
fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing
reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January
2021)
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender
by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The University
will respond in a reasonable time, but no later than 45 days after receiving the request.
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Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the University in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
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Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the terms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Student Rights
The University has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member
chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the
forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail.
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Admission
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. An admissions representative is
available to assist interested applicants complete any portion of their application. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply
for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions
during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start
of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
University must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
Some graduate programs have additional requirements beyond those listed here.
A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who
have earned a bachelor’s degree outside of the United States may need to submit a copy of a foreign credential
evaluation from World Education Services (WES), a member of the National Association of Credential Evaluators
(NACES), or an equivalent service that performs a foreign credit evaluation in order to confirm it is equivalent to a
United States bachelor’s degree or greater.
To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from
the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application
requirements.
Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through
Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree
seeking student toward an Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application and official transcript from the bachelor’s degree granting institution, and any additional materials required
by the program.
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International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
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If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both
written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and
programs Augsburg University accepts as evidence for English proficiency.
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Test of English as a Foreign Language (TOEFL)
o Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the
speaking sections. (The Augsburg University TOEFL code is 6014.)
International English Language Testing System (IELTS)
o Score report of 6.5.
Michigan English Test (MET)
o Score report of 64 or higher, and report must be accompanied by an official letter from the testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed
within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
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Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification that the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
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Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time.
Exception exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details.
Tuition and Fees
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Doctor of Nursing Practice (DNP)
Doctor of Psychology (PSYD)
Master of Arts in Nursing (MAN)
Master’s-level Education (MAE/MAT)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$979 per 1.0 credit
$1162 per 1.0 credit + $40 program fee
$778 per 1.0 credit
$522 per 1.0 credit
$814 per 1.0 credit
$737 per 1.0 credit
$733 per 1.0 credit
$623 per 1.0 credit
$925 per 1.0 credit
$866 per 1.0 credit
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
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Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The University cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financialaid/graduate-financial-aid/.
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
●
●
Federal Unsubsidized Direct Student Loan
Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be
capitalized (added to the balance of the loan).
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●
●
Federal Graduate Loan Program (PLUS)
Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at augsburg.edu/studentfinancial.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
●
●
●
Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per program).
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic
achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office
determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for
one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students
currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid
Suspension.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on
Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to
receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial
aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed
will be canceled, and returned to the appropriate program(s).
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Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP
Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the
student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided
by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last
for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude.
Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on
Financial Aid Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
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cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in
the case of student loan funds administered by the University (Federal Perkins Student Loan), are current according to
established repayment schedules and the loan entrance and exit interviews have been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
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Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the University, the
withdrawal date will be the last date of academic activity determined by the University.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The University will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
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Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
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A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
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●
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has
four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The
circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its
field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s
commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse
backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may
include:
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●
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO)
for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Advocating on policy matters affecting international students
Advising the International Student Organization
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The University and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated.
As a University requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic
integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide).
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
Grade Points
4.00
3.67
3.33
3.00
BC+
C
CD+
D
DF
P
N
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
0.00
0.00
Description
Excellent
Undergraduate: Good
Graduate: Satisfactory
Undergraduate only: Satisfactory
Poor
Failure
Pass*
No Pass
*The letter equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate
courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
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Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must
achieve at least a grade of B.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office
that states the reasons for the request, outlines the work required to complete the course, and includes the course
instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to
course completion; however, students may not attend the same course (or a portion of the same course) in a following
term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of
the work by the instructor and the filing of a grade before the final day of the following academic term (including
summer) in the student’s program. If the work is not completed by the specified date of the following academic term,
the grade for the course becomes an F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate
but do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require
a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
27
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the University and program. Students who are readmitted may need to complete additional coursework
28
and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
Students may withdraw from the University, and thus from the Continuation Program and the final project course, at
any point during the continuation period and receive a W notation on the transcript for the final project course.
Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the
University and program. Students who are readmitted may need to complete additional coursework and will need to
pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would
replace the previous W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
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Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the
PsyD student manual for the Academic Warning and Reasons for Dismissal Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
University.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the University’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each
error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean
of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the
department’s written notification of dismissal.
The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program
must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
29
received by the Dean of Professional Studies’ office. A hard copy of the program’s response should be submitted to the
AVP-Graduate Studies. The Dean of Professional Studies will send a copy of the program’s response to the student.
The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The
Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the
procedures and ask questions of both the student and the program representative. The student and program
representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member,
staff member, or student). The role of the third party representative is to provide support to the student or the program
representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will
need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university and graded B or better.
Courses must have been taken at the graduate level and course content must be comparable to program requirements
at Augsburg.
The maximum number of semester credits that can be transferred is:
●
●
●
●
●
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●
Master of Arts in Education (6)
Master of Arts in Teaching (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
30
●
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Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Doctor of Psychology (30)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
31
Doctor of Psychology (PsyD)
The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train
students in the major aspects of clinical practice. To help to ensure that students are prepared adequately, the
curriculum integrates theory, training, research, and practice, preparing students to work with a wide range of
populations in need of psychological services and in a broad range of roles. Students who complete the clinical
psychology program earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient
has mastered the fundamental academic and experiential elements of clinical psychology.
In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of
academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and
field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and
roles.
The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be
in psychology, some psychology courses are required (as foundation courses), and some experience in psychological
services is desirable.
The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the
required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the
doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual
skills, and must complete a Clinical Research Project in the area of applied clinical psychology.
The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all
graduate students. Some of these required courses cover the major theories of historical and modern psychology and
their application in current practice; the stages of the developmental process, and the basis for behavior;
psychopathology; and a series of courses dealing with the administration and interpretation of various forms of
assessment, basic intervention skills and various theory and therapy approaches. Students are also required to
participate in two years of practicum field experience in assessment and psychotherapy and the seminar that
accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the
treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the
doctoral degree.
Included among the basic objectives of the PsyD program are the following:
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Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on
an individual, family, or group basis
Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into
their clinical approach
Assisting practitioners to assume leadership positions within the healthcare delivery system
Training psychologists to work with professionals from other disciplines as part of an effectively functioning
healthcare team
Preparing practitioners to evaluate and use clinical research applications of psychology
Program Aims and Competencies
The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the
practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure
that students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological
research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program
emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the
ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and
supervision. Interpersonal and multicultural competency are foundational elements of our program.
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Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of
this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical
psychology.
In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences
and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number
of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical
psychology.
Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation,
assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of
competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional
Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework
requirements for licensure as a psychologist in the state of Minnesota.
Program Competencies
The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology
program.
1. Students will demonstrate competency in research, including knowledge of research and quantitative methods
as well as psychometrics
2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical
manner
3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the
theoretical and empirical knowledge base and the ability to apply it
4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and
an openness to supervision and feedback
5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains
6. Students will demonstrate effective interpersonal skills in professional interactions and relationships
7. Students will demonstrate competency in assessment, including the ability to administer and interpret
psychological tests and apply knowledge of strengths and psychopathology to the assessment process
8. Students will demonstrate competency in intervention, including developing and applying evidence-based
treatment plans, and evaluating treatment effectiveness
9. Students will evidence knowledge of supervision models and practices
10. Students will evidence knowledge of consultation models and practices, and demonstrate
interprofessional/interdisciplinary skills
11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive,
developmental, and social aspects of behavior; and the history and systems of psychology
Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree programs is accredited, inactive by
the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the
APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates
an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students
from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the
Augsburg University/Argosy Teach-out accredited, inactive program.
For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning
Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. The program has also
applied for accreditation on contingency status with APA for newly admitted students, and this application is currently
under review. The Program is not currently APA accredited for newly admitted students who were not previously
enrolled in Argosy University programs. Questions related to the program’s APA accredited status should be directed to
the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association,
750 1st Street, NE, Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web:
www.apa.org/ed/accreditation
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Matriculation through the PsyD in Clinical Psychology degree program curriculum is designed to help prepare students
to sit for the national licensure examination and generally to meet licensure requirements in the state of Minnesota.
Licensure requirements and standards for professional practice vary from state to state; therefore, prospective and
enrolled students are urged to examine the requirements of the specific state in which they plan to practice. State
licensure requirements may be obtained from:
Association of State and Provincial Psychology Boards
P.O. Box 4389
Montgomery, Alabama 36103
332.832.4580
www.asppb.org
Academic Requirements and Policies
Graduation Requirements
Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be
responsible for completing the program requirements that are in effect at the time of their admission. The school retains
the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible
for graduation, students must meet the following requirements.
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The satisfactory completion of 98 semester credit hours. The total credit hours must include:
o 69 credit hours of core courses
o 2 credit hours of Professionalization Group
o 12 credit hours (two years) of practicum and practicum seminar groups
o A minimum of 9 credit hours of general electives
o 6 credit hours of Clinical Research Project
Successful completion of the Comprehensive Examination no later than the beginning of the fifth year
Successful completion of all sections of the Clinical Competency Evaluation (CCE)
Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months
Successful completion of the Clinical Research Project
GPA of at least 3.00 (B average)
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar.
The Clinical Research Project is approved by all committee members as final, and submitted and accepted into
IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month
following meeting this requirement, assuming the internship final evaluation has been received earlier.
All courses other than electives are considered core courses. Students are required to retake a core course if they
receive a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a
grade below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-”
or better.
Additional Requirements for Academic Progress for the PsyD
Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must
complete the program within seven years after matriculation, with the practica completed by the end of the fourth year.
Students are required to be in full-time residence in the program for a minimum of one academic year of pre-internship
enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including
two years of practicum training that typically occurs during the second and the third academic years. Students are
expected to maintain full-time enrollment in the program until all course requirements have been completed. The
continuous registration policy will be enforced for all students who have completed all coursework except for the
Clinical Research Project. Such students must be continuously enrolled for 1 credit hour of Clinical Research Project until
the paper has been successfully completed and a grade has been submitted.
34
Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such
extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within
a short period of time.
Additional requirements for academic progress are described in the Student Handbook.
Clinical Training Overview
Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the
opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop
the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical
training, Clinical Psychology program students are expected to possess effective assessment and intervention skills,
demonstrate cultural competence, relational competence, and practice in an ethical manner.
During their clinical training, students advance through progressively challenging levels of training. At each level, a
student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to
the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate
competency in specific clinical tasks.
Practicum and Practicum Seminar Requirements
Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological
interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and
Practicum Seminar eligibility and requirements may be found in the Student Handbook.
Clinical Competency Evaluation (CCE) Requirements
The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which
students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this
evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards
of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and
clinical practice. Detailed requirements for the CCE are contained in the Student Handbook.
Comprehensive Examination Requirements
Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive
Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical
psychologist.
The Comprehensive Examination covers material from required courses and training activities during the first three
years of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the
Student Handbook.
Clinical Research Project Requirements
The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a
requirement for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen
their knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological
issues; and to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this
process is a committee of faculty members who will review the material and make recommendations and suggestions.
Detailed requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student
Handbook.
Internship Requirements
The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD
coursework is finished. The Director of Clinical Training helps students identify an appropriate location for internship and
prepare the documentation necessary for internship application. During the course of the internship, the Training
35
Department continues to monitor the progress of the student and maintain contact with the student and his or her
supervisor.
While an internship may be a paid position, the internship site may not be the student’s regular or prior place of
employment.
The internship must be completed within the overall seven-year time limit for completing the doctoral degree program.
Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24
months are possible. Since the needs of students differ during the internship process, all internship sites must receive
the approval of the training staff. A student may not apply for an internship without the approval of the Director of
Training. All internship applications must be approved by the Director of Training. Detailed requirements for internship
are described in the Student Handbook.
Additional Academic Standards and Student Evaluation
Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health
service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In
addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional,
psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also
required to conform to ethical standards which govern the behavior of professional psychologists.
Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD
Program)
Students who have completed graduate coursework at another institution may petition the program director(s) for
transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses).
Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are
strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The
transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along
with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be
given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. For teachout
students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus
will generally be transferred to Augsburg in full, provided grade minimum and other course requirements were met both
at Argosy and at Augsburg. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program
do not count towards the total number of transfer credits allowed when transferring to Augsburg from an institution
other than Argosy’s PsyD Clinical Psychology program.
Criteria for Academic Warning and Program Dismissal
The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be
dismissed from the PsyD programs.
Residency Requirements
PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic
years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At
least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which
the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that
same campus.
Attendance Policy
The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director.
More than two absences in a class can be grounds for not passing that class; students should notify faculty of any
anticipated absences.
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Criteria for Enrollment Load
Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the
following conditions apply:
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The student is registered in at least six credits during a semester.
The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the
following conditions apply:
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The student is registered in at least three credits during a semester.
The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project
credit (PRP850, 851, 852, 853, 854, 855, or 859).
The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum
(PRP831 or 832).
The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Admission to PsyD
Requirements
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A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0)
-orA graduate grade point average of 3.25 (on a scale of 4.0)
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of
both written and spoken English to study college courses conducted entirely in English. See the Admission
section of this catalog for information about English language proficiency requirements.
Completion of an interview with a member of the program Admissions Committee.
An admissions representative is available to help interested applicants complete the following required
documentation:
o Completed Application for Admission Form
o Admission Application Fee through PSYCAS (see information about PSYCAS below)
o Personal/professional goal statement with a self-appraisal of qualifications for the profession
o Current Curriculum Vitae (CV) or resume (or career summary)
o Three completed Applicant Recommendation Forms
o Official transcripts from all post-secondary schools attended
On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be
considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral
study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions
committee, and approved by the Program Director.
Foundation Courses
The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or
better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of
these courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three
courses are required:
●
●
Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or
Masters degree in Psychology)
Abnormal psychology, psychopathology, or maladaptive behavior
37
●
Statistics or research methods
Two additional courses in the field of psychology must also be completed.
Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree
program.
Application Process
Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application
service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use
PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in
the application: https://psycas.liaisoncas.com/.
Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however,
there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the
admissions process, an additional fee is charged for each additional application.
Non-Degree-Seeking Students in the PsyD Program
The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester
credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy
for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have
completed all course prerequisites.
Committee Decisions
All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions
are final and are not subject to appeal.
Clinical Psychology Faculty
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD,
West Virginia University.
Abigail Hughes-Scalise (2020). Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA, PhD, Case Western
Reserve University.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
James Theisen (2020). Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA, PhD, Fuller Graduate
School of Psychology.
Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
38
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 78 Total Credit Hours
100 Out of Class Field Hours Required
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license.
Program Requirements
● EDC 501 - Graduate Proseminar (1 CH)
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EDC 580 - School and Society (3 CH)
● EED 524 - Foundations of Literacy (3 CH)
● EED 525 - K-6 Methods: Literacy* (3 CH)
● EED 550 - K-6 Methods: Math (3 CH)
● EED 560 - K-6 Methods: Science (3 CH)
● EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 525)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
100 Out of Class Field Experience Hours Required
K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for
grades 5-12 prepare teachers to teach at the middle and high school levels.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
39
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
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●
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●
●
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●
●
●
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
●
●
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
MAT with a concentration in Special Education
48 Graduate Credit Hours / 73 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism
spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an
inclusive education model. Under this model, students learn how to work closely with both special and general
educators to facilitate inclusion of special education students into the regular education classroom.
40
Program Requirements
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Foundations of Literacy (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
●
●
●
●
●
●
●
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HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 69 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
Program Requirements
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●
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EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
41
●
●
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
●
●
●
●
●
●
●
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other
students may wish to enroll in additional graduate coursework based on interest. MAT students may take any course
offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
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Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution.
Cumulative grade point average of 2.5 or higher.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
o
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of
study at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
42
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
may be required in a secondary content area. When graduate coursework is met with a course exception, additional
graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission
committee be formed by written petition to the Graduate Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Cumulative GPA Requirement
To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg
cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the
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Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate
degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
●
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
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Program Requirements
30-31 Graduate Credit Hours
The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and selfpoliticization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (10 CH)
EDC 501 – Graduate Proseminar (1 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Paideia Theory, Research, and Practice (3 CH)
EDC 512 – Foundations of Curriculum and Instruction (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 5xx - Education Policy and Advocacy
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 543 – Critical Geography, Culture, and EcoJustice Education (3 CH)
ESE 500 – Reading and Writing in the Content Area (3 CH)
ESL 530 – Language, Culture and Schools (3 CH)
SPE 530 – Instructional and Behavioral Practices (3 CH)
SPE 510 – Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 512 – Foundations of Curriculum and Instruction (3 CH)
EDC 5xx – Non-western Educational Traditions (3 CH)
EDC 543 – Critical Geography, Culture, and EcoJustice Education (3 CH)
EDC 541 - Experiential Education
EDC 542 - Outdoor Education
ESL 530 – Language, Culture, and Schools (3 CH)
SPE 525 – Transition and Community (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
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Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the
instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they
wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the
inquiry project.
The inquiry project can be completed at any time in the program. The project completion will be introduced in EDC 501
(Graduate Proseminar) and discussed in greater detail in EDC 511 (Tools of Inquiry)
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
46
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements. All MAE students seeking an additional
license are required to enroll in EDC 501, Graduate Proseminar, in their first term.
When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional course work may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program
at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective
will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
ESE 525 – Creating Learning Environments* (3 CH)
ESL 510 – History and Structure of the English Language (3 CH)
ESL 520 – ESL Literacy* (3 CH)
ESL 530 – Language, Culture, and Schools (3 CH)
ESL 540 – ESL Methods* (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
EDC 220 – Educational Technology
EED 326 – Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 – Second Language Acquisition
ESL 320 – Introduction to Linguistics
ESL 410 – ESL Testing and Evaluation
*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/Minnesota American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 524 – Foundations of Literacy (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
EED 550 – K–6 Methods: Math* (3 CH)
EED 560 – K–6 Methods: Science* (3 CH)
SPE 510 – Implementing Assessment Strategies* (3 CH)
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SPE 511 – Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 – Theory to Practice* (3 CH)
SPE 525 – Transition and Community* (3 CH)
SPE 530 – Instructional and Behavioral Practices* (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
MAT 137 – Mathematics for Elementary Teachers I
EDC 220 – Education Technology
EDC 330 and 332 – Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 – Practicum in Public Achievement
EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission Requirements
Students admitted into the MAE programs must have:
●
●
A Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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●
●
Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study at
Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
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may be required in a secondary content area. Should a graduate level course be met through course exception, those
graduate credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAE Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose
cumulative undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the
Graduate Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at end of program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the University’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
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Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
may be able to complete your field experience in your own classroom. If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
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Our Faculty
Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
Sally Durand, Director of Education Programs, Rochester. PhD, University of Illinois at Chicago.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of
Minnesota.
Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD,
University of Minnesota.
Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota.
Jason Michael Lukasik, Assistant Professor of Education and Program Director, MA in Teaching, MA in Education. BA,
MEd, PhD. University of Illinois at Chicago.
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Master of Arts in Leadership
MA in Leadership Mission
The Augsburg University Master of Arts in Leadership views leadership as an interactive process between leaders and
followers working together to accomplish desired outcomes. The MA in Leadership program explores both the nature
and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should
possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is
designed to help individuals develop their capacity to formulate a sense of vision, navigate changing environments, and
persuade and inspire others to act.
Program Learning Outcomes
Graduates should be able to:
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Deepen and assess their self-knowledge as a leader and capacity to be a reflective practitioner
Recognize the interdependent relationship between leaders and followers
Understand and affirm the importance of cultural competence in leadership
Critically evaluate the theory, research, and practice of leadership in organizational and community settings
Diagnose and develop plans for navigating change
Formulate strategies to motivate others to achieve desired goals
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 538 - Communication Skills for Leadership
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ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as
well as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Leadership in the Community
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
electives courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 539 - Communicating a Self in the Modern Organization
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
This seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Leadership Capstone: Integrating Theory and Practice
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a
coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership
training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of
Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
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Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an application for their
second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second
program.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
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ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Leadership Capstone: Integrating Theory and Practice
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
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MBA 570 - Quantitative Decision-Making for Managers
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
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Data Analytics
o MBA 572 - Data Programming
o MBA 573 - Predictive Analytics
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
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Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
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MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 570 - Quantitative Decision-Making for Managers
MBA 540 - Business and Professional Ethics
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Data Analytics concentration: MBA 572 and MBA 573
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
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ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Leadership in the Community
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Leadership Capstone: Integrating Theory and Practice
Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the
additional degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students must complete an application form. Upon entering the MBA program, online quantitative skills
modules are required in five areas and must be completed before beginning the quantitative courses:
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Statistics
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Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
The Graduate Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership
courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional
electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in
another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are
exempted from ML 505. Applicants to the certificate program follow the same admission process as those seeking the
Master of Arts degree.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to
qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all
requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and
to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MA in Leadership program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership
program.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies
Admission Requirements
Applicants to the program must have:
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Bachelor’s degree from a regionally-accredited, four-year college or university, or an appropriately certified foreign
institution.
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Minimum cumulative undergraduate grade point average of 3.0 or a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, admission may be possible as decided on a case-by-case basis.
Two years of experience (or equivalent) with one or more organizations in a position of leadership or position
demonstrating leadership potential is preferred.
Application Checklist
The following materials must be submitted to the Office of Admissions:
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Completed application form
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Two letters of recommendation preferred
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully
completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition
successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
University policy (as published in the Student Guide). Dismissal would occur only after established procedures were
followed.
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Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including
summer semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University
of Minnesota.
Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
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Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine
University.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies
and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
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Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to
envision new models of care across practice settings. Students select from two tracks of study—Transformational
Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and
responsibilities throughout the healthcare system and in emerging care settings in communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
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Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
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knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care
Settings track courses include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR
525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
61
practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health
Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England..
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Applicants to the Master of Arts in Nursing program must have:
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An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
Evidence of up-to-date immunizations
A Criminal Background check
A college level statistics course is required for progression in the program, but is not necessary for admission
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
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A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation preferred
Current resume
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Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See
detailed information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format using video conferencing, combining face-to-face class times and webbased instruction to meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on
either a Monday, Tuesday or Thursday evening from 4:30pm to 8:30pm.
Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica
options will vary for each course with choices of either independent practica or faculty-led practica.
Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Executive Director of the Augsburg Central Health Commons and
Health Commons at Cedar-Riverside.
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Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
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Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can
choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a
practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months,
including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and
a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including
completion of the DNP project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and
practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease
health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. The DNP courses (NUR 800 level), are taught in a hybrid format using video conferencing combining face-to-face
class times and web-based instruction to meet the needs of working adults. Class schedules vary with didactic courses
meeting via face to face zoom for four or five hours once a month.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
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●
●
●
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day
practicum immerses students in ways of knowing of the Lakota people and students spend time at Sylvan Lake Lodge,
Custer, South Dakota.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the
seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final
seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout
the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
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An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
A current Curriculum Vitae
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
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A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health in Membership.”
66
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Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
Personal interview with Augsburg Nursing faculty
The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with
student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted
to the program.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS)
(www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their
credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council
Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student
must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for
the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be
dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
67
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Kristin McHale, DNP, RN, Assistant Professor of Nursing, Director of the BSN Program, Rochester.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead
change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced
autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural
nursing, integrative healthcare practices, transformational leadership, and health assessment.
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
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Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical
skills labs, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to
student needs. 500-level courses consist of six hybrid classes a semester - four hours of class time, using video
conferencing, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses
(NUR 800 level during 2nd year of study), are taught in a variety of modalities: one format is one 8 hour day the first
month and then 3 - four hour class sessions each subsequent month. Other classes may meet a total of 3 to 6 times a
semester for 8 hours Other courses are offered in an immersion format of four days of class per semester. The FNP
courses (final two years of study) are offered on Monday, Tuesday, Thursday or Friday, approximately six times a
semester for five hours. Class time hours will vary. Web-based assignments are integrated into all classes through
Moodle.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for
Healing, 6415 West River Road NW, Rochester, MN. Video conferencing using Zoom technology is used for some of the
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classes. However, students must be prepared to drive to Rochester and/or Minneapolis for classes. If weather is
inclement, Zoom technology is used.
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the
DNP portion and 675 hours for the clinical portion.
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
In a 15-week semester, practicum hours are computed as follows:
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●
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 360 which equals 8 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 23.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Clinical Skills Labs
Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills
labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Final DNP/FNP Project
Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout.
The student’s scholarly project is planned in collaboration with a major faculty advisor.
70
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
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●
A completed application form and payment of application fee.
An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
A minimum of three years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
A 2-3 page professional essay responding to a posted question on the admission application.
Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
A current Curriculum Vitae.
Personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P).
Evidence of up to date immunizations per Department/University requirements
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current at the time of publication and are subject to change.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program may request the Commission on Graduates of Foreign Nursing Schools (CGFNS)
(www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their
credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council
Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
71
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to various site locations.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Michelle Higgins, DNP, FNP, Instructor.
Jill Oswald, DNP, RN, Instructor, Clinical Director of the DNP-FNP Program
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Lisa Van Getson, DNP, FNP, Assistant Professor, Director, DNP-FNP Program.
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP
accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and “handson,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data,
recognize trends and take the appropriate action. Toward the end of the program, Augsburg MBA students work on a
consulting project for a business organization or social enterprise. Students are divided into groups of four or five and
write strategic, business and marketing plans for the organization or entrepreneur. In the past 15 years, students have
written plans and made recommendations for facility expansions, new product introductions, and new marketing
programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team.
The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a
faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects
Augsburg’s mission of developing leaders grounded in values, purpose, and vocation.
The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and
Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical
decision-making. The students write their own personal development plan focusing on their core strengths, core
convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We
encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of
the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference. We invite you to become
part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.D.
Interim Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions for their organization and the world.
Accreditation
The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach
students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines.
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Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from one another, mentor each other, and develop their own career development
plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in
teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of
class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand
your business acumen, and improve your decision-making. Together as a community, you’ll build personal, social, and
academic abilities.
MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
● Course(s) must be taken at an approved, regionally-accredited institution.
● Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time. The program is
designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic
Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures,
and learn about the culture and traditions of the countries visited. Each MBA student will have two opportunities during
their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for
the course selected), lodging, and travel in-country, as well as some meals.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
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A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration
courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
Semester 3:
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
MBA 580 - Management Consulting Project (begins in semester 6)
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, or Entrepreneurship.
Data Analytics Concentration
MBA 572 - Data Programming
MBA 573 - Predictive Analytics
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneur concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
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Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and
Transformation. SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595
Strategic Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and
Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May. Due to covid19, our classes have been held via synchronous video conferencing
during the normal class hours.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission Requirements
Applicants to the MBA program must have:
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Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution
Minimum of two years of relevant work experience is preferred
Admission checklist
The following materials must be submitted to the Office of Admissions:
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Completed application—Apply online at www.augsburg.edu/mba
Two personal statements
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation preferred
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
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Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
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Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B77
MBA Faculty
Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future
of creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
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Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
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Teaching
Publishing
Features
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Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising.
The program includes three summer residencies.
Fall and Spring Semesters Online
The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual
classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and
Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of
craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in
the fourth. Cross-genre work is allowed and encouraged.
Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
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First Year
o Summer Residency I (6 credits), held for ten days on the Minneapolis campus, includes a workshop in the
student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must
complete reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted
remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their
declared genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from
their thesis (students should prepare for this work during their second year). To earn credit for the residency,
students must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
● Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading semesters instead of the standard four. At least four of these
semesters should be used to study the student’s declared genre.
● Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this
option has students completing at least five mentored and reading semesters, including three in the student’s
primary declared genre and at least two in a different genre.
● Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as the director’s approval is required.
● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside
a traditional or extended/mixed genre course of study. The career concentration courses are also available as postMFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
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Course Listing
ENL 531 - Residency in Creative Writing: Fiction
ENL 532 - Residency in Creative Writing: Nonfiction
ENL 533 - Residency in Creative Writing: Poetry
ENL 534 - Residency in Creative Writing: Screenwriting
ENL 535 - Residency in Creative Writing: Playwriting
ENL 536 - Residency in Creative Writing: Multi-Genre
ENL 541 - Mentorship and Critical and Creative Reading: Fiction
ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 - Mentorship and Critical and Creative Reading: Poetry
ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 - Mentorship and Critical and Creative Reading: Playwriting
ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 - Craft Paper: Fiction
ENL 548 - Craft Paper: Nonfiction
ENL 549 - Craft Paper: Poetry
ENL 550 - Craft Paper: Screenwriting
ENL 551 - Craft Paper: Playwriting
ENL 552 - Craft Paper: Multi-Genre
ENL 553 - Thesis: Fiction
ENL 554 - Thesis: Nonfiction
ENL 555 - Thesis: Poetry
ENL 556 - Thesis: Screenwriting
ENL 557 - Thesis: Playwriting
ENL 558 - Thesis: Multi-Genre
ENL 559 - Thesis
ENL 560 - Craft Paper
ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university, or an appropriately
certified foreign institution, with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a
GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples.
Applications Must Include
● Completed online application
● One letter of recommendation preferred
● A personal essay
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Applicants must submit an official transcript(s) from the regionally-accredited institution granting the bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample (page counts are meant to provide guidance but are not a requirement):
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script/playwriting format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public
lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality
(fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality
(playwriting).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft
paper and thesis courses carry two credits each.
To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a
concentration in Publishing, students must complete 11 courses or 54 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
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MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of
Library & Information Science, San José State University, San José, CA.
Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, Associate Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas,
Austin.
Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction,
Bennington College.
Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
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Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University-Mankato.
Faculty Associates
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013, 2020
Creative Nonfiction
John Medeiros, 2020
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
Ken Rance, 2015
Bill Wheeler, 2014
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Christina Lazaridi, 2013
Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
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Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique
learning opportunities that foster discovery and help students realize their full potential. To engage students in life
changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in
health, healing, and well-being. To advance the practice of music therapy by preparing students through a hybrid
master’s degree program that is innovative, flexible, and possesses breadth and depth, designed to meet the changing
needs of clients and demands in clinical practice.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The program is a 36 credit program that includes core music therapy
courses designed to advance clinical practice and a wide selection of elective courses to tailor the development of
clinical expertise.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 – Thesis or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by the academic advisor and program director.
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Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
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Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half
years. The equivalency courses include the following:
MUS 271 - Introduction to Music Therapy (2 credits)
MUS 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credits)
MUS 375 - Music Therapy Practicum (1 credits)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT
and Equivalency Plus), as well as the courses listed below.
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits)
MUS 232 History and Literature of Music, 1750 to Present (4 credits)
Plan of Study
There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy
track (MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus
Master of Music Therapy track (E+MMT). The third is for individuals that hold a bachelor’s degree that is not in music,
but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track (E++MMT).
Thesis/Final Project
As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated
with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs
required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive
review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation
standards. The comprehensive review (or "examination") in music therapy consists of an oral response to questions
regarding course content that covers theory, research, and practice. This review is an aspect of the final oral exam that
also includes the defense of the thesis.
Thesis/Final Project Requirements
The term thesis is used for the research and document required for the master's degree in many departments and
programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project
follow the same process outlined below. While the thesis includes a research component, the final project maintains the
rigor of a thesis project, but does not include the formal research component.
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1. Once the research topic has been chosen, the student must submit a project proposal: a written formal
statement of the topic and plan of execution for the research. Your academic advisor will let the student know
what form the proposal should take.
2. The composition of the committee that will supervise the project should be determined in collaboration with
the student and academic advisor. The number of members needed on a project committee may vary
depending on areas of expertise, but should include a minimum of three (thesis advisor and two reviewers). The
academic advisor will provide final approval of the review committee and thesis topic.
3. Students will provide a 30-40-minute oral presentation of their thesis with their academic advisor, program
director, and all reviewers present. Academic advisor, program director, and reviewers will ask questions of the
student and then deliberate and vote when the student has been excused.
4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that
reviewers have required. When those have been received the final grade for the thesis will be submitted and the
student will provide two bound copies of the thesis to the program director.
MMT Program Comprehensive Review
In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been
acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of
appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project, but
always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project, and
assesses the student's mastery of the several components of the degree course work. Students will demonstrate
evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited
to:
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Theoretical foundations
Assessment and evaluation
Music therapy methods and method variations
Cultural consideration
Ethical considerations
Evidence based practice
Professional development
Research methodology
Admission to MMT
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Online Application
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree, or an appropriately certified foreign institution, and from the most recently attended institution, if not the
same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
2 letters of recommendation (can be submitted online through the application-please have your recommenders
email addresses when you begin the application).
Proof of Board Certification (if applicable)
An Audition (this can be taped or live) ten to fifteen minutes of your primary instrument(s).
Essay-(submitted as part of the online application) no longer than three pages addressing the following questions.
Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
If not submitted with the online application, materials need to be sent to:
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Augsburg University
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
Augsburg is regionally accredited by:
The Higher Learning Commission
The Master of Music Therapy Program is accredited by:
National Association Schools of Music (NASM)
American Music Therapy Association (AMTA)
MMT Faculty
Annie Heiderscheit, Associate Professor, Director of Music Therapy. BME-MT, Wartburg College; MS, Iowa State
University; PhD, University of Minnesota.
Debbie Bates, Ph.D., MT-BC, Instructor.
Nancy A. Jackson, Ph.D., MT-BC, Instructor.
Juyoung Lee, Ph.D., MT-BC, RMT, Instructor.
Lindsay Markworth, MMT, MT-BC, Instructor
Dawn McDougal Miller, M.Ed. MT-BC, Instructor.
Emma Moonier, MS, LPCC, MT-BC, Practicum Coordinator & Instructor.
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg University PA Program is based on a foundation of respect and sensitivity to persons of all
cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated
in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program
promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development.
Accreditation
At its June 2019 meeting, the Accreditation Review Commission on Education for the Physician Assistant Inc. (ARC-PA)
placed the Augsburg University Physician Assistant Program sponsored by Augsburg University on AccreditationProbation until its next review in June 2021.
Probation is a temporary status of accreditation conferred when a program does not meet the Standards and when the
capability of the program to provide an acceptable educational experience for its students is threatened.
Once placed on probation, programs that still fail to comply with accreditation requirements in a timely manner, as
specified by the ARC-PA, may be scheduled for a focused site visit and/or risk having their accreditation withdrawn.
Specific questions regarding the Program and its plans should be directed to the Program Director and/or the
appropriate institutional official(s).
Chair and Program Director Dr. Alicia Quella (phone: 612-330-1325, email: quella@augsburg.edu)
Read the program’s response to the accreditation status.
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies.
Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy,
pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues.
In addition, clinical practice seminar is a small-group, case-based course that offers the unique opportunity to integrate
and apply material from each of the courses to real-world patient cases. There are also hands-on activities that promote
the development of practical skills through the use of simulated patients, technical skills workshops and labs.
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of practice
settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is
designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and potentially beyond.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program.
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PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 542 - Professional Issues
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Fall
PA 6XX - Clinical Rotations 1, 2, 3
Spring
PA 6XX - Clinical Rotations 4, 5, 6
YEAR 3
Summer
PA 6XX - Clinical Rotations 7, 8
PA 62X - Preceptorship
PA 690 - Capstone
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process.
Qualified applicants will have:
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Bachelor’s degree (in any major) from a regionally-accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
Completed the Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These
courses must have been completed within 10 years of the year you are applying for admission.
The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited twoyear or four-year college or university (within the timeline specific to your degree status as defined below).
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One full course of psychology
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of statistics
One course of medical terminology
*Labs are recommended but not required.
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Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE, PA-CAT and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
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Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application.
We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
Demonstration of a commitment to, and involvement with, underserved communities
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted
by August 1.
Selection Process
Competitive applicants will be reviewed by the admissions committee.
The admissions committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science
GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning
disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
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As the committee completes application review, candidates are selected for an interview. The interviews are generally
conducted during the fall months. Candidates come to campus to interview with program faculty, staff, and current
students, and to view the classrooms and labs.
As interviews are completed, seats in the incoming class are offered. A list of alternates will be selected in January to fill
seats that accepted candidates may not claim.
Accepted candidates must complete and pass a background check prior to matriculation and annually through the
program.
Academic Policies
To access additional information pertaining to program policies, please reference the current student handbook.
Technical Standards
All PA students must possess those intellectual, ethical, physical, and emotional capabilities necessary to undertake and
achieve levels of competence in the full curriculum required by the faculty. A stated intention to only practice in a
narrow field of medicine does not alter the requirement that all students take and achieve full competence across the
entire curriculum.
Essential characteristics and abilities prescribed here are requisite for admission, promotion and graduation from the
program. All matriculates, students and graduates must meet all prescribed essential characteristics and abilities, either
with or without reasonable accommodations.
The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to
render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by the PA Program at Augsburg University must have, with or
without reasonable accommodation, multiple abilities and skills including: perception/observation, communication,
motor/tactile function, cognition, and behavioral and social attributes.
Perception/observation
Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:
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Small group discussions and presentations
Large-group lectures
One-on-one interactions,
Demonstrations (physical exam maneuvers)
Patient encounters (at a distance and close at hand)
Written material (powerpoints, textbooks, and readings)
Audiovisual material (slides, medical videos)
Communication
Students must be able to skillfully communicate (in English) verbally and in written form. These communication skills
must enable the candidate to obtain a medical history in a timely fashion from a wide variety of patients, and to
communicate effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team,
other professionals, patients and their families. The student must be able to produce a written write-up in the clinical
rotations, which includes patient history, physical exam and assessment. Also, the candidate must be able to
comprehend written material sufficiently well to understand accurately common medical records, laboratory reports,
and pharmacological prescriptions.
Specifically, students are expected to:
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Received communication
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Observe changes in mood, activity and posture
Perceive nonverbal affective and gesture communication
Elicit information
Convey information
Clarify information
Create rapport
Develop therapeutic relationships
Demonstrate competencies
Motor/tactile function
Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and
to:
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Attend (and participate in) classes, groups, and activities which are part of the curriculum
Communicate in a written format
Dissect cadavers
Examine gross specimens in gross anatomy and pathology laboratories
Prepare microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic
states (e.g., streak plates, perform gram stains and use a microscope) necessary for such studies
Observe gross and microscopic structures necessitates the functional use of the senses of vision and touch and is
enhanced by the functional sense of smell
Perform a complete physical examination, including observation, palpation and percussion and auscultation
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Perform basic laboratory tests, using a calculator and a computer, placing electrodes and reading an EKG, and
interpreting common imaging tests
Function in outpatient, inpatient, and surgical venues (standing in a sterile environment and gown while actively
assisting the surgical team)
Move in the clinical setting so as to act quickly in emergencies
Perform clinical procedures such as, but not limited to, the following: pelvic examination, genital examination,
digital rectal examination, drawing blood from veins and arteries and giving intravenous injections, basic
cardiopulmonary life support, spinal puncture, suturing and wound care, casting/splinting, and simple
obstetrical procedures
Cognition
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature and individual teaching settings and
in clinical settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
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Rational thought
Measurement
Calculation
Conceptualization
Analysis of information
Synthesis of information
Organization of information
Representation (oral, written, diagrammatic)
Appreciate three dimensional spatial relationships among structures
Appreciate logical sequential relationships among events
Memory
Application
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Clinical reasoning (form and test hypotheses in order to enable effective and timely problem-solving in diagnosis
and treatment of patients)
Ethical reasoning
Sound judgment
Behavioral and Social Attributes
Students must possess the emotional health and maturity required for the full utilization of their intellectual abilities, for
the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of
patients, and for the development of effective relationships with patients. Candidates must be able to tolerate
physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments,
display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In
summary, PA students must be able to:
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Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and
dedication
Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients
Develop mature, sensitive, and effective relationships, not only with patients but with all members of the
Augsburg community and healthcare teams
Tolerate physically, emotionally, and mentally demanding workloads
Function effectively under stress, and proactively make use of available resources to help maintain both physical
and mental health
Take responsibility for themselves and their behaviors
Positively represent the Augsburg University PA Program and the PA Profession
Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability,
gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with
regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
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Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
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Alternative testing (extended time, limited distraction)
Assistive technology
Alternative format textbooks and course materials
Notetaking support
Housing accommodations
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Classroom accommodations
Some Examples of Disabilities
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Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
Accessing accommodations is an ongoing and interactive process where information can be gathered from the student
and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We
prefer students to present any documentation that describes their disability and the impact on educational experiences
directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053.
Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program
must complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be
considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg
PA Program will not substitute for any part of the clinical phase.
Employment while in the Program
Program faculty discourage outside employment while in the Augsburg PA Program. Faculty recognize that employment
may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered
due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician
assistant students’ learning progress or responsibilities while in the program.
Withdrawal Policy
A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission
of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances
and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to
leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the
University.
Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies.
Please review official withdrawal deadlines on the registrar website for questions on tuition refunds.
Readmission Policy
Readmission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely
unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program.
The process of applying for Readmission is the same process for general admission into the PA Program through the
Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental Application.
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Additionally, at the time of application, the applicant must submit a letter outlining the reason for requesting
readmission directly to the PA Program Director. Augsburg University PA Program does not offer advanced placement to
any student.
For the full readmission policy and reapplication process, please contact the program.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Vanessa Bester, EdD, MPAS, PA-C, Associate Director, Assistant Professor.
Kurt Devine, MD, Interim Medical Director
Ryane Lester, MPAS, PA-C, Instructor.
Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Amanda Perkins, PharmD, Instructor.
Alicia Quella, PhD, PA-C, Program Director, Clinical Associate Professor.
Caroline Rowe, PhD, Instructor
Danielle Skoglund, MPAS, PA-C, Clinical Coordinator
Eric Van Hecke, MPAS, PA-C, Instructor.
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
MSW Mission
We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work
practice that promotes intersectional racial and social justice in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
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Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations,
approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month
program.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through August. Classes typically
meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed
during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed
at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on
campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities
between on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
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Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn
both historical and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, students study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full
foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before
beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed.
Concentration Curriculum
After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the
time their application to the program. Students also complete an advanced field practicum. Augsburg offers two
concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration,
students deepen their knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques.
In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to their chosen concentration and is completed
concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a
portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and
institutional policies that obscure or oppress people. Social work leaders must advocate for social change where
necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro
Practice concentration responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students
learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
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Portfolio or Summative Evaluation Project
● Portfolio Project (MCCP students)
● The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid
portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative
documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
● Summative Evaluation Project (MCMP students)
● All social workers must evaluate their practice to determine whether they are helping or harming clients. While in
the concentration practicum, MCMP students will design and implement a program evaluation for their summative
project. This project requires integration and application of knowledge and skills from both the foundation and
concentration curricula. Students develop their research while in their field internship and are advised by their field
seminar professor. Students conduct and present this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
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Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and
complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
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SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only)
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP)
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP)
SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP)
SWK 660 – Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP)
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 - Multicultural Macro Practice Policy
SUMMER
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SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice (MCMP) Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
SWK 699 General Elective
Students in both concentrations complete at least one general elective course.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
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Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
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Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the
University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities.
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In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
● Foundation or advanced standing coursework
● Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
● The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
● Complete a minimum of ten MBA courses after completion of the MSW degree.
● For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA
program. Admission to one program does not guarantee admission to the other.
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MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and
qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the
MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice
of alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic
assessments, individual, family and group treatment once they are appropriately licensed.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field
internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880
internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880
field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN
Board of Behavioral Health and Therapy.
Admission to MSW
The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
● Bachelor’s degree from a regionally-accredited college or university or an appropriately certified foreign institution
● Cumulative undergraduate GPA of 3.0 or higher
● Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
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Completed application form
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
Two recommendation checklist forms, with letters attached, submitted online
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Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a
waiver. Additional transcripts may be required to demonstrate qualifications for advanced standing.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the
student may be dismissed from the program. Students are retained in the program who can:
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Maintain expected grade point average (3.00 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be
repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW
director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW
Program Internship Placement Tracking website.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
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Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook.
Program Costs
In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field
placement. There may also be additional fees associated with short-term study abroad electives.
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
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Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
MSW Faculty
Johanna Barry, Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD,
Loyola University Chicago.
Laura Boisen, Professor of Social Work. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State
University; PhD, University of Minnesota.
Christina Erickson, Professor of Social Work. BSW Program Director. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
Ankita Deka, Associate Professor of Social Work, Field Education Coordinator. BA, Delhi University; MSW, Tata Institute
of Social Sciences; PhD, Indiana University.
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Melissa Hensley, Associate Professor of Social Work, BSW Field Director. BA, MSW, PhD, Washington University in St.
Louis; MHA, University of Missouri–Columbia.
Bibiana D. Koh, Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MAT, School for
International Training; MSW, Smith College; PhD, University of Minnesota.
Kao Nou Moua, Assistant Professor of Social Work. BA, MSW, University of Montana, PhD, University of Minnesota.
Erin Sugrue, Assistant Professor of Social Work, MSW Field Director. BA, Grinnell College; MSW, MPP, PhD, University of
Minnesota.
Visiting Faculty
Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Sylvia Bartley, PhD
Karen A. Durant ’81
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
James Hereford
Veena Iyer, JD
Diane L. Jacobson, PhD
Mark Johnson ‘75
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, JD
Steven E. Larson ’72, MD
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. David L. Tiede, PhD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Show less
2021–22
UNDERGRADUATE
CATALOG
Introduction
Undergraduate Catalog
2021-2022
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and stud... Show more
2021–22
UNDERGRADUATE
CATALOG
Introduction
Undergraduate Catalog
2021-2022
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2021 - Summer Semester 2022. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged
to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2021
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a
map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe
you will find it not only tells you about the character and essence of our institution, but also about our mission of
service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is
located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a setting
that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents
and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that
transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a
global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the
core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, PhD
President
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About Augsburg University
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society – their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester, Minnesota are
extended campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and
St. Paul, as well as Minneapolis-St Paul International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Established a Direction
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August Weenaas was Augsburg’s first president (1869-76). Professor Weenaas recruited two teachers from Norway:
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological
study.
In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is also
practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 150 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (193862). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-80), Augsburg became a vital and integral part of the city of
Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen Residence Hall, Urness
Tower, Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college next (1980-97). He guided Augsburg’s commitment to liberal arts education, spiritual
growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as
extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate
degree programs, hosting national and international figures at college-sponsored forums and events, increasing
accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the James G.
Lindell Library.
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William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its
identity as a college of the city, providing an education grounded in vocational calling that provides students both the
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages—
in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1,
2017.
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Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
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An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about
graduate programs, visit augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, Minnesota, and international locations around the world.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both
internally and externally. These centers are:
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Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the
educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either
on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity
for students who want to earn a bachelor’s degree through courses that meet during the day. Students in the day
program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC is a fivecollege consortium that allows day program students to take courses on other campuses without additional charge
while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University,
Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities
section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare
for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies.
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Minneapolis – Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently,
in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom
instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not
all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester – Adult Undergraduate Program
Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the institution’s
mission and its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site classrooms
and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks south of the
heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE,
Rochester, MN, 55904.
In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate program.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making
them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are
delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience
of online learning. There are eight majors offered in Rochester, some of which must be completed by taking courses at
the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students
may work on a variety of other majors through a combination of Rochester- and Minneapolis-based evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information about
the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
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intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Arts in
Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also
houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference
Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
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The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees)
Council on Social Work Education (CSWE) (Bachelor, Master level degrees)
National Association of Schools of Music (NASM)
Augsburg’s programs are approved by:
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American Chemical Society (ACS)
Accreditation Council for Business Schools and Programs (ACBSP)
American Music Therapy Association (AMTA)
Minnesota Board of Teaching
Augsburg University is an institutional member of:
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American Association of Colleges and Universities (AAC&U)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act
and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin,
religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership
in a local human rights commission, or any other legally protected status in its education programs and activities,
employment policies and practices, or any other areas of the University, except in those instances where there is a bona
fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing
reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents January 2021)
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
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You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action,
grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided e-mail account is the official means of communication with students, faculty, and staff of Augsburg
University. Students, faculty, and staff are responsible for all information sent to them via the university-provided e-mail
account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward
their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account.
Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail.
Resident day program students will be assigned a campus mailbox; commuter day program students may request a
campus mail box. Students should check their campus mailbox regularly.
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Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is
based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:30
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee.
Transcripts
● An official transcript from the high school is required of first-year applicants. First-year applicants who are still high
school students at the time of application should have their most recent transcript sent, followed by a final and
official transcript upon graduation. If the student has taken college courses, including while in high school, an official
transcript from each institution should also be sent prior to registration and orientation. General Education
Development (GED) scores may be presented instead of the high school transcript.
Test Scores
● Beginning fall 2019, submission of ACT or SAT test scores for admission is optional for incoming undergraduate (firstyear and transfer) student applications, except in specific circumstances like GED students, homeschooled students,
and students with narrative transcripts. For more information please refer to Augsburg’s Admission Application
Requirements.
Recommendations
● One letter of academic recommendation (optional). A letter may be submitted by a teacher and/or counselor.
Essay
● First-year applicants are required to provide written responses to the essay question(s) listed on the application.
Additional Information
● If there is additional information that may have affected the applicant’s previous academic performance, it may be
included within the application and discussed individually with an admission counselor. On occasion, the Admission
Committee may defer a decision on a candidate’s admission until additional information has been received. For
example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or
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writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
Notification of an Admission Decision
● Admission decisions are made on a rolling basis. Applicants are notified of the admission decision usually within two
weeks after the application file is complete and has been evaluated by the Admission Committee. Notification of
admission status for completed applications begins in September.
Confirmation of Admission
● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
● Students should complete the application for admission, including the essay question(s), and submit them to the
Admission Office. Students may apply online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Recommendations
● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
● If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic recommendations
may be required by the Admission Committee before an admission decision is made. On occasion, the Admission
Committee may also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Admission Office will inform the candidate.
Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are
required to meet the following requirements for admission consideration for any Adult Undergraduate program:
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Are applying to one of the 11 eligible Adult Undergraduate majors and
Students must meet one of the following requirements:
o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or more
transferable credits
o Have 3+ years full-time work experience since high school graduation
o Have 3+ years of significant family care commitment since high school graduation
o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation
o Have military service since high school graduation
o 24 years or older at the date of matriculation
AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence
life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students
enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg University
advisor when considering the Adult Undergraduate program.
Application for Admission
● Students should complete the application for admission and submit it to the Admission Office. Students may apply
online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester
students who have not registered for courses at Augsburg University for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Readmitting students do not pay an application fee.
To apply for readmission after withdrawing from the university, students must submit an Application for Readmission.
●
●
●
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
Students who must withdraw solely due to military service obligations will be able to readmit by submitting the
Application for Readmission to the Registrar’s Office. Currently serving members of the military are encouraged to
review Augsburg’s Military Called to Active Duty policy if a call to service will interrupt a semester in progress.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be
received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or
graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit
the replacement official transcript in a timely manner will result in a registration hold.
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●
●
●
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below
2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing
Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available
basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree
seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the
Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts.
Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major, and
completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous
degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United
States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
●
●
●
●
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, and the Campus
Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2021-2022
Semester
Year
●
●
●
$20,138.50
$365.00
$1,259 per credit
$40,277
$730.00
$5,036 per 4 credits
$1,259 per credit
$200.00 per term
$5,036 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2021-2022
●
●
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
●
●
●
●
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
●
●
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans.
Adult Undergraduate Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through a
different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
●
●
Adult Undergraduate - Minneapolis
Adult Undergraduate - Rochester
$426.00 per credit
$426.00 per credit
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$1,704.00 per 4.0 credits
$1,704.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees
and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid
programs.
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The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find
information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children,
and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
●
●
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
●
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
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Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
21
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
22
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
Unsubsidized Direct Loan
Subsidized Direct Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If
a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your
financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that
all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued.
If your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
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Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
●
●
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
24
●
●
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
25
Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade
point average. Residence Life staff are professional and student team members available to support students in their
academic and co-curricular experiences. Through their efforts residential community members become acquainted with
life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the
lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps
students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
●
Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks, and
dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students may
also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and
field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, and an air-supported dome over the athletic field
for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance
and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new
students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University.
It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
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Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
Student organizations provide students the opportunity to become involved in various interests, passions, and activities
at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an
organization around a common purpose while making an impact on both the Augsburg and greater community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to
gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship
opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater
communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program.
Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness,
knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments for
incoming first-year and transfer students by learning to work across social identities and backgrounds while
implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the
transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about University
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about University resources and services, hear about academic
programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Military and Veteran Services
The Student Veteran Representative is available to provide assistance to active military personnel and student veterans
around concerns such as financial aid, military benefits, and student programming. To connect with them, email
studentvetrep@augsburg.edu.
The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who are
active military personnel and student veterans to lounge, study, and connect with each other.
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Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a
university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry
staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, vocational discernment or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach,
retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are
examples of the wide variety of activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We connect
students, faculty, staff, and community members in addressing public issues, making change, and building democracy.
Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape their
lives and communities.
The Sabo Center serves as a:
Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting
campus and community through partnerships, classes, and more.
Leadership Incubator: We cultivate transformational public leadership through programs that build individual and
collective power.
Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make
change in their own communities.
Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and democracy
building. Utilizing a public work framework, we engage with students, scholars, and community members to co-create
democracy in our communities and in our institutions.
LEAD Fellows
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called LEAD
Fellows (Leaders for Equity, Action, and Democracy). Through the LEAD program, students have paid positions in
community based organizations and community serving programs. Those selected to be LEAD Fellows are students with
diverse racial, ethnic and geographical backgrounds and experience in community and public work. Through placements
with partner nonprofit organizations and community programs, students work an average of 220 hours each academic
year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing
program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements,
students participate in civic engagement efforts on and off campus.
Campus Kitchen
Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish
bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs
focus on this engagement:
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Food to Share
o Meals served and grocery bags distributed by student employees, volunteers, and service learners to youth
programs, seniors, and community centers. Most of the meals are created with the surplus food from
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Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food distributions are
sourced mostly from Twin Cities Food Justice and Loaves and Fishes.
Food to Grow
o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community
members to grow their own food. Communal plots are open for anyone to harvest from, and excess produce
is incorporated into the meal program.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger
and poverty, and cooking and gardening classes in the community and on campus. Participants learn about
the connections between food, health, and the environment; and develop cooking and gardening skills.
Environmental Stewardship
Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic, and
social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center hosts a
team of paid student interns who work alongside the Sustainability Officer to make positive environmental changes in
our practices, facilities, curriculum, and campus culture.
Public Achievement
The Public Achievement organizing model is a framework for people to learn to work strategically with others so they
can solve problems and build sustainable democratic societies. Participants form teams to take action on a public
problem that is important to them, and work with a coach to develop an action plan. Through practice and reflection,
the team members develop public skills and confidence.
Community Service-Learning and Engagement
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
social issues through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues.
Workshops
The Sabo Center offers workshops and training sessions on topics related to civic, community, and political engagement.
Workshops are open to students, staff, faculty, and community members.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many
other ensembles are available to cover the entire range of musical styles and previous musical experience. Students
stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend
a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the
Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA+
Student Services, University Events, Center for Global Education and Experience, International Student and Scholar
Services, the Copy Center, Shipping and Receiving, Dining Services, and Mail Services.
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The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and
houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this
area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student
Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of
Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The
circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their university years.
We help students and alumni:
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Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
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Internships for Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the
student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A
two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total
hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12
hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may
count toward the total credits required for the degree. Upper division internships completed off-campus for
credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically
part-time during the academic year and/or full-time during the summer, but may have flexible start dates
and schedules. Students choosing to complete this option will register the internship during the term in
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which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and
reflect on their experience. Staff of Career and Internship Services supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history
to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students
choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in
which they intend to complete their project and reflection work. This option requires students to write
learning outcome goals that integrate their on-the-job experience with classroom learning and complete
reflection assignments describing an academic and work connection. Staff of Career and Internship Services
supervises and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in
identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers
academic progress questions, and provides comprehensive academic support (e.g., training in time management, notetaking, reading, testing, motivation/procrastination, problem solving, troubleshooting).
Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year,
students declare their major and are assigned to a faculty mentor in their major department, developing the facultystudent mentoring relationship.
While all students are required to meet with their faculty mentor(s) each term prior to registration, students are
encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must
declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and
Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is
submitted.
Auggie Achievers Program
Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in
one of several courses designed to develop and enhance important study habits and life skills needed to aid in academic
success. In addition, the program helps students transition to college through one-on-one meetings with their academic
advisor.
Tutoring/Supplemental Instruction Services
Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental
instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to
complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an e-mail as soon as
a tutor is available.
Satisfactory Academic Progress Probation
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on Probation
or Suspension. Students on Probation are required to meet with their academic advisor and complete all necessary
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requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is placed on
the student’s record, which will prevent registration until the necessary Probation requirements have been completed.
Students who do not complete the requirements as needed, may be suspended. For more information see the
Satisfactory Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its
field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s
commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse
backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may
include:
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic
standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic
standing, and graduate within six years. The program serves students who are low-income, first-generation college
students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation
necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent
residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in
college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff
advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
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Academic degree planning, including registration planning each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at
612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a
permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
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A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
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Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
● Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a
housing stipend.
● Academic year research
$1,000 to pursue scholarship with a faculty mentor
● Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to
craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
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Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
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Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
GRE Exam preparation course offered each summer at low cost
Other Initiatives
● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
● Fund student travel to national academic conferences to present research findings.
● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges,
Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are
called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best
live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation
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central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as
through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures.
The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith
engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of
diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our
differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center
for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other
schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens,
thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core
elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven
pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery
focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access to
campus support services in order to ensure their educational success. Participation in StepUP offers students leadership
opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through
leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a
community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that
students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
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Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
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Latinx Student Services
Mission
The mission of Latinx Student Services (LSS) is to provide services, programs and resources that empower Latinx
students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the
advancement of their communities. LSS also holds and manages the HOLA scholarship, a retention scholarship for Latinx
students at Augsburg.
Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and
find pride in their self-identified identities, affinities, and culture.
History
Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the
office of Hispano/Latino Student Services was re-branded in 2017 under the Latinx Student Services (LSS) name in
recognition of the changing demographics and needs of current Latinx students at Augsburg University.
During the 2017-18 academic year, LSS has served 244 self-identified Latinx students who represent intersecting
identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious
affiliation, class, and immigration statuses.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to
enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities
where Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the admission and financial aid application process, orientation, registration and
coursework selection, career development, academic and non-academic pursuits, and employment and placement
referrals.
The Augsburg Asian Student Association and Hmong Women Together are affiliated with the program. The associations
organize various activities during the academic year to increase the network of friendship and support for Asians, other
students at Augsburg, and the surrounding community.
Pan-Afrikan Center
Pan-Afrikan Center at Augsburg University promotes programs that support the personal, social and academic success of
students of African descent. Our programs focus on exploring Black identity, education, advocacy, and community
building. We strive to develop leaders that will contribute to social progress, democracy, and create sustainable changes
in our communities.
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional, and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
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Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful
within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
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Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world?
Assist in discerning vocation
Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA+ Student Services
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA+ Students Services provides student advocacy and educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Brave Space
Trainings; the LGBTQIA+ Student Leadership Retreat, Queering Career series; and the LGBTQIA+ Newsletter offer
learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the
department honors LGBTQIA+ and allied students, staff, and faculty each year during Lavender Celebration, where the
recipients of the LGBTQIA+ Student Leadership Awards, the Augsburg Pride Award, Karen Neitge Scholarship, and
LGBTQIA+ scholarship recipients are honored.
For more information, visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at
@augsburglgbtqia.
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety
of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike.
It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
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Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental
health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths
and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase
awareness of values and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and consultations in the case
of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CWC also offers health promotion activities and events to increase student awareness of health issues and support
students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an
annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues
and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the
program. Health promotion also works with various campus organizations and student groups to foster positive change
within the campus environment.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international students
and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness
and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with University Fairview Physicians –
Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through
the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a
variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their immigration status while completing their academic programs.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and
global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or
away in every student’s degree program.
Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs
challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.”
In addition to the following programs, students have over 200 programs in over 60 countries, including the United
States, from which to choose in order to meet their curricular and personal needs. CGEE is the front door for students
and faculty interested in study abroad and away, and provides advising on program options, finances, and academics.
Services provided through CGEE:
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Study abroad and away program selection advising
Financial and academic advising
Pre-departure and re-entry support, including career integration
Program coordination for semester and short-term programs
Faculty resources to globalize courses at home and abroad
In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and
depth of global and experiential education within the curriculum, in our campus life and to engage the community
surrounding the campuses in the Twin Cities and Rochester, across the United States, and the world.
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to
examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry
in England, or gain fluency in a foreign language in many countries around the world.
Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg shortterm faculty-led, Augsburg in Central America, Mexico, and Southern Africa, and Exchange programs), students can
choose from Augsburg Affiliate Programs.
Attend a virtual information session to learn how you can study abroad or study away in the USA.:
studyabroad.augsburg.edu.
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Augsburg in Central America, Mexico and Southern Africa
The purpose of Augsburg’s CGEE programs in Central America, Mexico and Southern Africa is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience three distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, and living several weeks with host families in urban settings. In the Southern
Africa programs, students travel together on two-week seminars—Namibia to South Africa. Scholarships are available.
Augsburg in Central America
Peace, Justice, and Community Engagement (Guatemala, El Salvador, and Costa Rica) – Fall or Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative
and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families,
urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign
policy, gender, and economic and social justice. Students spend the first eight weeks of the program in Guatemala,
travel to El Salvador for two-weeks, and spend the final six weeks in Costa Rica. See a full program description on the
program website.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can
take one course per session, and take up to five courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including
Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a
number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights. See a full program description on the program website.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish
and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context.
Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican
Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences. See a
full program description on the program website.
Liberal Arts, Migration and Social Change– Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various
Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and
professional pursuits. This is an excellent program for those who also need to meet General Education Requirements.
Students can satisfy general education requirements in Natural Sciences (with a lab), Social Science, Humanities,
Recreational Wellness, and Language. There are also internships and independent study options available. See courses
listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options. See a full program
description on the program website.
Communication and Media Studies: Migration & Social Change in Mexico — Fall
The mission of this program is to develop socially-conscious media professionals equipped for the challenges of modernday media, including responsible journalism on critical issues such as (im)migration and the environment. Through
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hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant returnees from
the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants will engage deeply
with critical issues facing the U.S. and Mexico and will learn to look through the intersectional lenses of people from
diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies, and Film. Practica and
internships are also available, as well as courses fulfilling general education requirements. See a full program description
on the program website.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and
MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program description on
the program website.
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester. See a full program description on the program website.
Augsburg in Southern Africa
Nation-Building and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. The program includes seminars in Johannesburg, Eastern Cape, and Cape Town, South Africa.
Available courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different
departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the program
website.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to students. Currently, Augsburg has active exchanges in China, Greece, Hong
Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available and all
coursework is in English, with the opportunity to study the host country language. Travel grants are available for these
programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or
elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight
days to five weeks and offerings change annually. Scholarships are available for some programs.
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Augsburg Affiliate Programs
The Center for Global Education & Experience maintains a robust portfolio of affiliate programs to enhance the offcampus offerings available to Augsburg students. These programs allow Augsburg students to study in disciplines and
locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs. A limited number of spaces
are available on these programs. Therefore, we ask students to also choose an alternate program from the Augsburg
CGEE and Exchange program portfolio.
Application Process
In order to Study Abroad or Away, students should follow these steps:
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Attend an information session (in person or online).
Research programs .
Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general requirements.
Talk with Student Financial Services staff about payment options. Talk with family members and other staff on
campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline.
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the
affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines and
eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and
study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process
includes a required Course Equivalency Form, where students list the courses they want to take on their program and
obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other assigned faculty to
meet the course equivalencies.
Credits, Grades and Residency
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Students studying off-campus for a semester/year must take a full load of credits.
Students must take courses with traditional A-F grading (P/LP/N is not permitted).
Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus
are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away:
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Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher
GPA.
Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term,
faculty-led programs may allow participation as a first-year if the student receives approval from the faculty-leader
and if space allows.
Transfer students must complete one semester at Augsburg before studying off campus.
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Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to an off-campus study program may be withdrawn from the program. In that case, the student is
responsible for all non-recoverable program costs incurred.
Students must resolve any outstanding balances on student accounts before studying off campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs
on a first come, first served basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program
fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular
financial aid to their off-campus study program costs.
Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals,
excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other expenses
are not included in the price of semester programs. To assist students with good financial planning, the Study Abroad
and Away team partners with Student Financial Services to create a cost estimate for each student considering a
semester, academic year, or long summer program. Cost estimates include both program fees billed to a student
account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can apply toward
the program costs. Students should talk to the Study Abroad and Away team about additional scholarships that are
available for semester and academic year programs.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and
other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on Augsburg
programs but only once for an Affiliate program. Be aware that certain restrictions apply.
The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation,
and interpretation/translation services. However, students on winter and spring-break programs pay no additional
tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges.
Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the additional
cost of these programs.
Students are required to attend the information session and read the advising handbook for any updates to scholarships
and financial aid policies.
Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience
after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and
charged to the student account. Depending on when the notification of withdrawal is received, students may owe only
the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the program fee.
Students are also subject to the cancellation and refund policies of their affiliate program provider, if applicable.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
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CGEE Travel Grant. Augsburg students automatically receive a $1,500 CGEE Travel Grant on our Semester programs
at our sites in Central America, Mexico and Namibia/Southern Africa, or a $1,000 CGEE Travel Grant on our
exchange semester programs.
The CGEE Inclusion & Access Scholarships are for students who have not traditionally been represented in study
abroad, specifically students of color, students with disabilities, LGBTQIA students, veterans, first generation
students, and those with financial need. Awards up to $2,000.
Summer Discount: Students who participate in one or more sessions in Mexico will receive a $400 discount per
course/session.
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Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided
directly through our affiliate partner programs.
Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to
assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students
are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as program
selection. Some accommodations cannot be effectively arranged if requested on short notice.
In addition, students should be prepared for the fact that disability is culturally defined differently around the world.
Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities.
However, providing access by US standards can present unique challenges in international settings. The expectation on
the part of US students and US institutions is that reasonable accommodations will be made. Depending on the country
and culture, there may be different ways to define accessibility and different expectations in terms of accommodations
that can or should be made. To start exploring accommodations for off-campus study, schedule an appointment with
CLASS.
Continuing Education Program
The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit
programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Maheen Zaman, Honors Program Director, at zamanm@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
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Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students
may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC
courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air
Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the
United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of
four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force
Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership
Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication,
develop physical fitness, and practice military customs and courtesies). College students enrolled in the
AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree
requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on
the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, visit the University of Minnesota Army ROTC website.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method
of registration, although registration can be processed through the Registrar’s Office with a Registration Form in
instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
First-year students are required to meet with their academic advisor prior to registration for their first year. All other
students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students
should also consult with departmental advisors when planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as
an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will
receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of
offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing
immunization forms, unmet financial aid requirements, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were
dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible
credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
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THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time
students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining
the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a
tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen Center
website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
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Students must register the internship for the academic term that coincides with the internship experience.
Complete the online Internship Site Agreement form and the Internship Registration Form found on the
Strommen Center website under the Internships & Augsburg Experience section. The following signatures must
be secured prior to the start of your internship.
o Faculty Signature: If registering your internship for academic credit you will need to find a faculty
member willing to supervise and approve the internship based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship information
and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
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Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or
department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY courses.
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ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the
joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay
their program's graduate rate for those courses.
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass
grading system.
Explanation of grades:
Grade
A
AB+
Grade Points
4.00
3.67
3.33
B
3.00
BC+
2.67
2.33
C
2.00
Description
Excellent
Undergraduate: Good
Graduate: Satisfactory
Undergraduate: Satisfactory
Graduate: Unsatisfactory
C1.67
D+
1.33
D
1.00
Poor
D0.67
F
0.00
Failure
P
0.00
Pass*
LP
0.00
Low Pass**
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for
graduate courses.
**The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate
courses.
Pass/Low Pass/No Pass Grades
Students who choose the P/LP/N option are cautioned:
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In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of
at least a D-.
Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each
as a C.
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The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester
credits.
Students may apply no more than eight semester credits with P or LP grades toward a major and no more than four
semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded
only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate
they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by the
deadline published in the Academic Calendar. Course instructors will not be notified of the request. The Registrar's
Office will manually change the earned letter grade to P, LP or N after final grades are posted.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the
family, military commitment).
Faculty must submit the grade that the student has earned at the end of the semester, even if the student has requested
an incomplete. Once an Application for Incomplete Grade has been received and approved by the Registrar’s Office, the
grade will automatically be replaced with an I grade. At the end of the time allotted for the incomplete, which is
determined by the faculty member in consultation with the student but must not exceed the time period described
below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student earned. If no grade is
sent by the incomplete deadline, the I grade will be converted to the previously entered grade.
To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or
more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's discretion.
If granted, the deadline for completion of the work is no more than eight weeks after the last day of classes in the
session in which the course is offered. The instructor may extend the due date beyond the eight weeks if the student
requests an extension and special circumstances warrant the extension.
The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email
approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve a
longer extension.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact
the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics
courses with the same course number. Courses in which higher grades have been earned may not be repeated for credit
and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a
C+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades
earned, including W and N, will be recorded on the academic record.
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A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than
one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will
not receive financial aid for a course that has been previously passed twice.
If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for
graduation purposes. All attempts will, however, remain on the student’s transcript.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a
course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit.
Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
LP
Low Pass, D-, D, or D+ achievement (undergraduate courses only)
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Office of Academic Affairs.
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Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Withdrawal from University
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from University form. The
deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any
consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to
the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows continued
access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent
semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll.
The deadline to file a Leave of Absence form is the end of the drop/add period at the start of each semester.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and
AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be
deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This
shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active
duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties
and aid in this process.
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Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial
Services, and Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the deadline
being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week
during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Active Students (Registered, Leave of Absence, Term Off)
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May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
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Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers)
may elect to satisfy the general education and departmental requirements outlined in the catalog in effect
during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active
student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect at
the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or
better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place or by
petition.
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Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in
collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated
on an individual basis.
The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s
major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg.
(Refer to the Graduation section of the catalog.)
Transferred coursework with the Augsburg equivalents and evaluator comments are captured on the Transfer Credit
Evaluation found in Records and Registration. Credits accepted in transfer are reported on the student’s transcript.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s
cumulative grade point average.
Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses at
other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources
about transferring credit are available on the Registrar’s Office website.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300).
Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will
satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course
(RLN 100 or RLN 300), and will waive one of two Health and Wellness requirements.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
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Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of both Health and Wellness requirements
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
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Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may
be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college.
The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous
learning, other than that which is transferred from another accredited institution, may be presented for examination for
possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit for
that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
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Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
●
●
●
●
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
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There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used
when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the
credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P) or Low Pass (LP)
o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than
four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined
those limitations along with their major and minor requirements in the catalog.
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2. Completion of 36 upper division credits (numbered 300 or above).
3. Completion of a Major—Requirements for each major are listed under the departmental headings.
4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the
Augsburg Curriculum section.
5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic
programs require a higher grade point average or a specific minimum grade in each course. See the departmental
section for details about the grade and grade point average for individual majors and minors.
6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
● Transfer courses count against the senior residence requirement. Therefore, students are encouraged to
complete transfer work prior to the final 32 credits for the degree.
● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to file an Intent to Graduate application within the last 12 months of their program to confirm remaining graduation
requirements. Application forms are available on the Registrar’s Office webpage. Faculty mentors, the Academic
Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program
planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See
individual department and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
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Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following
standards could result in suspension from the university.
Requirements
At the end of each fall, spring and summer term, the university will review the academic progress of all registered
undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain a
cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including transfer
credits).
Students who do not meet these requirements will be placed on Academic Probation.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits as
defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat Courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
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Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student
will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards and appropriate notation will be placed on the permanent transcript.
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Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the
permanent transcript. Students are required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning.
If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students
earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation
requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid
Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will again
be required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising/majors/probationadvising/). Students’ eligibility for financial aid may be impacted if they do not follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation
of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the
Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the
Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year
(including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application
for readmission. Recommendations on how to be successful in the readmission process may be outlined in the
suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than
66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn less
than a 1.00 GPA during their first term at Augsburg will be suspended.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
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Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
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Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they
live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum
introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism,
Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments
in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to
cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of
healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
● identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing
claims
● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
● articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements include a liberal arts foundation, signature courses and
experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
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Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
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Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
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Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
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Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
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Mathematics
Writing
Language Placement
and, if applicable, English Language Learning
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First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required
developmental and writing courses by the end of their third term. The developmental courses subject to this policy are:
●
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ENL 101
ENL 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.)
In some cases, students who have transferred a mathematics course taken at another college may have their MPG
determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by
Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice
questions and other information are available on the Academic Advising website -- students are encouraged to study for
the exam. Students may retake the Math Placement Test once during their first term of enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation
for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103: Prealgebra to
advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must
take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s
MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer
an equivalent English composition course from another institution or Advanced Placement English Language and
Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that
sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by
Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take
Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take
Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL 101)
with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their
exploration of modern language at the level identified by the placement test. This online placement is administered by
Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those
specific languages. Students speaking other languages can take a test through Language Testing International and
receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for classes
taught in English and may need to complete an English Language Learning course(s). This placement is administered by
Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing II, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into
the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and
sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness
course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered
through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness
Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this
requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
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Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
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Liberal Arts Foundation
Signature Curriculum
Skills Development
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The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis
introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural
engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender,
Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts
Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II
requirement, that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
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Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning
of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many
Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate courses
outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty mentors.
Majors and Areas of Emphasis
Accounting
American Indian, First Nations, and Indigenous Studies
Art and Design
Art History
Studio Art
Graphic Design
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Philosophy (BA)
Economics
Applied Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory
Environmental Studies
Exercise Science (BA or BS)
Film
Production
Theory and Culture
Finance
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies
Cross-Cultural Studies
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Music
Music (BA)
Music Business (BA)
Music Education (K-12 licensure track) (BM)
Music Education (Community-Based, nonlicensure track) (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Promotional Communication
Game Design
Web Design
Nursing (BS - offered through AU only)
Philosophy
Computational Philosophy
Physical Education (BA or BS)
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Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy and Political Change
Psychology
Clinical Psychology
Religion
Religion
Theology and Public Leadership
Social Work (BS)
Sociology
Student-Designed Major
Theater
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Urban Studies
Minors
Accounting
American Indian, First Nations, and Indigenous Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Culture and Social Justice
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Creativity
Music
Music Business
Music Production
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the
design without affecting the student’s proposed completion date. The deadline for initial submission of the program
design to AAC is the first term in which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
● A statement of learning goals and objectives
● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with an academic major. Proposals must include research describing comparable programs of
study at a minimum of three other academic institutions. In addition, students should consult with the Clair &
Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The
proposal should provide information showing how the Augsburg Core Curriculum requirements (including
graduation skills) are to be fulfilled.
● A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
● Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so
that the student is making progress towards the degree. Students should know that registration for ACTC courses can
be limited and are advised to submit registration materials at the earliest possible time.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
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Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of
American Law Schools. Pre-law students major in disciplines of their own choosing; most law school
entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law
School Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and
support, including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
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Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider
teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that
support their teaching. They are actively involved in an exciting faculty development program that introduces them to
current thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,”
and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits
per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 19 credits per semester.
Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
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Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if
they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by 26 departments that are grouped into three divisions for administrative and
instructional purposes:
Fine Arts and Humanities
American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, university librarians.
Natural and Social Sciences
Biology, Chemistry, Economics, Mathematics, Statistics, and Computer Science, Physics, Political Science, Psychology,
Sociology.
Professional Studies
Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian, First Nations, and Indigenous Studies
American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the
original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the
history and present situation of American Indians. The program emphasizes the interrelations among history, culture,
language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of
American Indians. This course of study exposes students to the richness and beauty of North American Indigenous
cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Vinodh Kutty, Jennifer Simon
Degree and Major Requirements
American Indian, First Nations, and Indigenous Studies Major
Nine courses, including:
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AIS 105 - Introduction to American Indian Studies
AIS 202 - Indigenous Forms of Cultural Expression
AIS 205 - Contemporary American Indian Issues
AIS 304 - Engaging Native Communities
AIS 380 - Decolonizing Practices: Reading, Writing, Research
AIS 405 - Indigenous Activism and Resistance in the Americas
Four elective courses, of which at least three must be upper division, chosen from the following:
o AIS 193 - Topics Workshop: Well-Being and Success in the University
o AIS 208 - Native American/First Nations Women and Film
o AIS 264 - American Indians in the Cinema
o AIS 295 - Topics
o AIS 299 - Directed Study
o AIS 302 - Indigenous Expressive Forms
o AIS 305 - Indigenous Issues of the Americas
o AIS 364 - Indigenous Filmmakers
o AIS 393 - Topics Workshop: Well-Being and Success After University
o AIS 396 - Internship
o AIS 397 - Internship
o AIS 398 - Internship
o AIS 399 - Internship
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o HIS 236 - American Indian History
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
o RLN 370 - American Indian Spirituality and Philosophical Thought
*AIS Majors complete the Keystone requirement by taking AIS 405.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by MAT 111, MAT 145,
MAT 146, MAT 163, MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to
their course requirements to fulfill each of these skills.
American Indian, First Nations, and Indigenous Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a
major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for
community engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 10-15 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Coordinator
Jenny Moeller: Administrative Assistant
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student
supply kit fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and are met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Design
● ART 107 – Drawing
● ART 240 - Art History Survey
● One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
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Five additional studio arts courses
Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Design
● ART 107 – Drawing
● ART 240 - Art History Survey
● One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
● One course in graphic arts from:
o ART 132 - Photography I
o ART 223 - Print Making I
● One course in fibers: ART 280 - Hand Papermaking and Book Arts I
● One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 – Typography
● Two second-level courses in two different disciplines
● Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
● ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
● ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
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Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public
presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in
the spring semester.
Graphic Design Major
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All of the following skill and workshop courses:
o ART 124 - Graphic Design Production: InDesign
o ART 125 - Graphic Design Production: Illustrator
o ART 126 - Graphic Design Production: Photoshop
o ART 127 - Graphic Design Production: HTML/CSS
o ART 226 - Artist Workshop
All of the following core courses:
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 240 - Art History Survey
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
o ART 425 - Advanced Design Studio IV
One of the following courses in drawing:
o ART 107 - Drawing
o ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
o ART 105 - Introduction to Architectural Drawing
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
One elective ART course (4 credits):
o Any other ART course not listed above
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History Major
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Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
Two studio courses:
o ART 102 - Design or ART 107 - Drawing
o ART 118 - Painting I or ART 221 - Sculpture I
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ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
● ART 105 - Introduction to Architectural Drawing
● ART 210 - Drawing for Design in Architecture
● ART 243 - History of Architecture to 1750
● ART 244 - History of Architecture after 1750
● ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
The following skill courses:
● ART 124 - Graphic Design Production: InDesign
● ART 125 - Graphic Design Production: Illustrator
● ART 126 - Graphic Design Production: Photoshop
● ART 127 - Graphic Design Production: HTML/CSS
The following core courses:
● ART 107 - Drawing or ART 122 - Plein Air Sketching I
● ART 201 - Introduction to Graphic Design
● ART 202 - Typography
● ART 315 - Graphic Systems
● ART 324 - Design Studio I
Studio Art Minor
Five courses including:
● ART 107 – Drawing
● ART 240 – Art History Survey
● Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
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Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the
underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves
as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck, Joan Kunz, Benjamin Binder, Amanda Case, Vivian Feng, Michael Wentzel (Chair).
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
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BIO 151 and 151L - Introductory Biology
BIO 253 and 253L - Introductory Cellular Biology
BIO/CHM 369 and 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and 115L - General Chemistry I and Lab
CHM 116 and 116L - General Chemistry II and Lab
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L - Calculus I
One of MAT 146 or MAT 245
o MAT 146 and 146L - Calculus II
o MAT 245 - Calculus III
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 255 and 255L - Genetics
o BIO 361 and 361L - Plant Biology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
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o BIO 486 and 486L - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
process requires a public presentation of your research and a oral discussion of your project with the Honors Faculty
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committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of grade of C- in all courses that are prerequisite
for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied
with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper
division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry
courses applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson-Blackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student
research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the
Academic Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
One of PHY 107, PHY 116, or PHY 121
o PHY 107 and 107L - College Physics I
o PHY 116 and 116L - Introduction to Physics
o PHY 121 and 121L - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of MAT 145, MAT 163, MAT 164, or PSY 215
o MAT 145 and 145L - Calculus I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
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o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481, or ENV 320.
Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different
BIO485 courses in place of one upper division elective:
o BIO 351 and 351L - Invertebrate Zoology
o BIO 353 and 353L - Comparative Vertebrate Anatomy
o BIO 361 and 361L - Plant Biology
o BIO 369 and 369L - Biochemistry
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 481 and 481L - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 and 486L - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 and 320L - Environmental Science
o PHY 317 and 317L - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2
semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician
Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and
Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult
with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
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Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at
the time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. For
courses with a separately graded lab, students must earn an average of C- for both the lecture and lab with no less than
a D- grade in the lab. A grade of C- or higher must be earned in all upper division biology courses applied toward
meeting the requirements of a major. All biology courses applied toward the major must be traditionally graded.
Students completing a biology major will be required to take the ETS Major Field Test in Biology during their final year of
the program. The exam will appear on the graduation checklist.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
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should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey
Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through
internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy
Freiheit (Psychology), David Matz (Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 253 and 253L - Introductory Cellular Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Abnormal Psychology
o Either PSY 299 or two semesters of PSY 360
▪ PSY 299 - Directed Study (Research in Biopsychology)
▪ PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 255 and 255L - Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
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o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for
all courses (200 level and above) applied to the major. At least two of the electives applied towards the major must be
upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jacob Enger, Cory Erickson, Kellie Groon, Marc D. Isaacson,
Soebin Jang, Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A.
Schield
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business
Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and
Marketing. There is also a combined Business and Economics major, which incorporates courses from both the
Departments of Business Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area or the chair.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is
recommended students start the process during their junior year. More information is available on the Departmental
Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information.
Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
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valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department
offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair
for international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those
courses towards their undergraduate degree. Students must meet the following criteria:
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Undergraduate business students in good academic standing with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA
courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course.
Undergraduate students considering whether to enroll in graduate coursework should be aware of the following
policies: No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a
minimum of 42 additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate
programs should seek advice from their program advisor and from the graduate program to which they plan to apply, to
ensure that the courses selected will count toward the appropriate programs (at Augsburg or elsewhere).
P/LP/N Grades
Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester
credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details
regarding P/LP/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
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MAT 114 – Precalculus
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 171 - Discrete Mathematics for Computing (MAT 171 is required for Management Information Systems
majors)
o MAT 173 - Mathematics of Finance
o MAT 273 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Introduction to Literary Study
o ENL 241 - Introduction to Cinema Art
o ENL 250 - American Voices
o ENL 251 - Introduction to African American Literature
o ENL 255 - American Indian Literature
o ENL 260 – Authors
o ENL 270 – Themes
o ENL 280 – Genres
o ENL 290 - Explorations in Language and Theory
o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
o HIS 103 - A Global History of Europe Since 1750
o HIS 282 - Women and Gender in U.S. History since 1848
Further explanation of the above:
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The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding
MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
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MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of MIS 379 or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
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ACC 221 - Introduction to Financial Accounting
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One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students
to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work
with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The
five required courses are intended to be completed during the last three years of school with the capstone class taken
during their senior year.
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
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ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Individual Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
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of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Marc McIntosh
Minor in Accounting
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting
area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and
investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
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ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
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BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC250 - Accounting for Entrepreneurs
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
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BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
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Must take MAT 171 as math course
Required MIS Courses:
Seven courses including:
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MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
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CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science
MIS 375 - E-Commerce
MIS 479 - Business Analytics - Course has been discontinued – see director chair for alternative options
One of MAT 163, MAT 164, or MIS 379
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 171, MAT 145, or MAT 122
o MAT 171 - Discrete Mathematics for Computing
o MAT 145 and 145L - Calculus I
o MAT 122 - Calculus for Social and Behavioral Sciences
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One of MIS 270 or CSC 352
o MIS 270 - Data Management for Business
o CSC 352 - Database Management and Design
Minor in MIS
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
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MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
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MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
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To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate varied study areas with the sciences.
As science majors, they will be knowledgeable problem solvers who care and connect with the community.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining, understanding and appreciating the world around us. The presentation of major concepts
underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the
implications and limitations of science in our society will enhance the ability of non-science persons to make better
value judgments concerning science questions in their own endeavors.
Chemistry Faculty
Michael Wentzel (Chair), Jessica Allen, Benjamin Binder, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R.
Hanson, Joan C. Kunz
Degree and Major Requirements
Bachelor of Arts
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 369 and 369L - Biochemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
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PHY 122 and 122L - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 369 and CHM 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
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CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4-credits from:
o CHM 370 - Biochemistry II
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior
to graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only
students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental
Honors by successfully completing the following:
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A summer or academic year chemistry, biochemistry or biophysics research or internship via successful
completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research).
Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry
Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal
letter of intent will be composed of no more than one page of text providing the following:
1. Title of project;
2. Abstract describing the project with special focus given to the questions that will be addressed, the
methods to be used and the expected outcomes;
3. Name and signature (with date) of your faculty mentor; and
4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry
Department) who have agreed to serve as your Departmental Honors Committee.
A decision whether or not to approve the application for Departmental Honors will be made by the Departmental
Honors Committee within one week of submission. Successful completion of the Honors process requires a public
presentation of your research and an oral discussion of your project with the Honors Faculty committee, typically no
later than March 15, so that successful recipients of departmental honors can be recognized during graduation
ceremonies. The formal letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall
semester of the senior year.
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Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Transfer Course Policy for Majors and Minors
Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the department, subject to review
by the chair. Only those chemistry courses successfully completed (C- or above) will be considered.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course.
A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film,
and New Media.
Prospective majors should meet with a program advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, David Lapakko, Michelle
Mcateer, Mackenzie Krzmarzick, Jenna McNallie
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill,, Darcey Engen, Elise Marubbio
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher
Houltberg, Rebecca John, Emily Lyman, Julie Longo
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
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One of COM 111, COM 112, or COM 115
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
One of COM 254 or COM 355
o COM 254 - Interpersonal Communication
o COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 301 - Research Methods in Communication Studies
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 352 – Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
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1 to 3 electives from the following (may not count the same course twice):
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 260 - Environmental Communication
o COM 299 - Directed Study
o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
o COM 399 - Internship
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o COM 405 - Nonverbal Communication
o COM 415 - Advanced Critical Media Studies
o COM 480 - Public Relations/Promotional Communication
o COM 495 - Communication Topics
o COM 499 - Independent Study
0 to 2 approved outside electives from another major, for example:
o ART 132 - Photography I
o ART 201 - Introduction to Graphic Design
o ART 215 - Introduction to Web Design
o BUS 242 - Principles of Management
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o FLM 399 – Internship
o MKT 252 – Marketing
o Another course approved by Communication Studies department
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements
in the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
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COM 111 - Public Speaking
COM 280 - Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
o COM 120 - Mass Media and Popular Culture
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 254 - Interpersonal Communication
o COM 260 - Environmental Communication
o COM 301 - Research Methods in Communication Studies
o COM 299 - Directed Study
o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
o COM 352 - Persuasion
o COM 355 - Small Group Communication
o COM 399 - Internship
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COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine core courses plus three electives from one of two tracks of study:
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FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
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PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indians in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208 - Native American/First Nations Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 240 - Introduction to Literary Study
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
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COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
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NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
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ART 102 - Design
ART 124 - Graphic Design Production: InDesign (1cr)
ART 125 - Graphic Design Production: Illustrator (1cr)
ART 126 - Graphic Design Production: Photoshop (1cr)
ART 133 - Introduction to Digital Photography
ART 180 - Intro to Community-based Photography
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 226 - Artist Workshop (1cr)
ART 315 - Graphic Systems
ART 340 - Digital Imaging
COM 243 - Studio Production
CSC 250 - Game Programming on the Web
CSC 431 - Intro to AI Robotics
CSC 495 - Topics: Mobile Applications
EDC 220 - Educational Technology
ENL 221 - Intermediate Expository Writing about the Arts
ENL 226 - Introduction to Creative Writing
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 241 - Introduction to Cinema Art
ENL 290 - Explorations in Language and Theory
ENL 324 - Creative Non-Fiction
ENL 371 - History of Cinema
ENL 427 - Advanced Studies in Media, Ethics, and Theory
FLM 180 - Film, Sight, and Sound
FLM 240 - Animation
FLM 260 - Documentary Production I
FLM 372 - Producing for Film and Television
INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
INS 331 - Art and Culture in Political, Social and Historical Context
MUS 221 - Intro to Music Technology
MUS 272 - Human Identity through the Creative Arts
MUS 336 - Arts Management and Concert Promotion
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 295 - Topics in New Media
NMS 320 - Contemporary New Media Practices
NMS 495 - Topics in New Media
NMS 499 - Independent Study
PHI 260 - Philosophy and the Arts
PHY 261 - Electronics
POL 342 - Mass Communication and Society
POL 495 - Impact of the Internet
RLN 216 - Religion and Science in Popular Culture
New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
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COM 120 - Mass Media and Popular Culture
COM 480 - Public Relations/Promotional Communication
ENL 228 - Broadcast and Online Journalism
ENL 427 - Advanced Studies in Media, Ethics, and Theory
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Game Design
This concentration emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the New Media core and the following courses:
CSC 240 - Information Security and Assurance
CSC 250 - Game Programming on the Web
Two from the following:
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 495 - Mobile Applications
CSC 431 - Intro to AI Robotics
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
New Media Minor
Four core courses and 8 elective credits:
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NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Topics: Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
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following courses: COM 301 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164
or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Critical Race and Ethnicity Studies
The outline of the Critical Race and Ethnicity Studies major and minor have been approved by the Augsburg faculty;
Augsburg is currently seeking approval through both the Higher Learning Commission and the Minnesota Office of
Higher Education.
All courses listed below are still in development.
Degree and Major Requirements
A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major
courses must be numbered 300 or above. Each course for the major can only satisfy one requirement.
The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined
below.
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CRS 100 - Introduction to Critical Race and Ethnicity Studies
CRS 300 - Critical Race and Ethnicity Studies Theory and Methods
CRS 490 - Critical Race and Ethnicity Studies Senior Seminar
Complete five focus area courses, with three in the primary focus area and one from each of the other two areas.
o Africana Studies
▪ CRS 120 - Topics in Africana Studies
▪ CRS 320 - Topics in Africana Studies
▪ CRS 420 - Colloquium in Africana Studies
o Asian American and Pacific Islander Studies
▪ CRS 140 - Topics in Asian American and Pacific Islander Studies
▪ CRS 340 - Topics in Asian American and Pacific Islander Studies
▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies
o Latine/x Studies
▪ CRS 160 - Topics in Latine/x Studies
▪ CRS 360 - Topics in Latine/x Studies
▪ CRS 460 - Colloquium in Latine/x Studies
Complete eight credits of additional electives, chosen from:
o CRS 101 - Topics in Critical Race and Ethnicity Studies
o CRS 301 - Topics in Critical Race and Ethnicity Studies
o CRS 400 - Colloquium in Critical Race and Ethnicity Studies
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: MAT 111, MAT 145, MAT 146,
MAT 163, MAT 164, PHI 230, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minor in Critical Race and Ethnicity Studies
Complete CRS 100 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above.
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Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics
courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for
approval.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
One course is required from each of the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American/First Nations Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 302 - Indigenous Expressive Forms
AIS 304 - Engaging Native Communities
ENL 355* - Themes in American Indian Literature
POL 122/URB 122 - Social Justice in Urban America
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National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 264 - American Indians in the Cinema
ART 290/ ART 390 - Native American Art
ENL 250* - American Voices
ENL 251* - Introduction to African American Literature
ENL 255* - American Indian Literature
ENL 350* - Readings in African American Literature
ENL 365* - Contemporary Post-Colonial Fiction
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305† - Indigenous Issues of the Americas [Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Revolutions, Republics, and Resilience in Latin America
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/362 - Modern South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education and Experience at one of their international locations, while others may be done through a study
abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business
Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in
Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching
economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
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ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives (ECO399 may not be applied to this requirement)
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
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One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 and 145L - Calculus I
o MAT 146 and 146L - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of FIN 331 or MIS 379
o FIN 331 - Financial Management
o MIS 379 - Quantitative Methods for Business and Economics
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One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement)
One four-credit upper division Business elective
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of:
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MAT 163 - Introduction to Statistics
MAT 164 - Introduction to Statistics for STEM
MIS 379 - Quantitative Methods for Business and Economics
Recommended Courses:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for:
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Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that
candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to
register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the Education
Department are available through the department website. Students complete a semester of full-time student teaching
at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching
semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for
licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the
new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
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who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply
through the Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Joseph Erickson, Jennifer Diaz, Sally Durand, Terrance Kwame-Ross (Chair), Audrey Lensmire, Rachel Lloyd, Jason
Lukasik, Joaquin Munoz
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill
liberal arts requirements:
ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
● EDC 200 - Orientation to Education in an Urban Setting**
● Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
● EDC 220 - Educational Technology
● EED 225 - Foundations of Literacy
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Foundations Block II
● EDC 310 - Learning and Development in an Educational Setting
Methods Block I (Courses from this point on require admission to the department)
● EED 311 - K-6 Methods: Health
● EED 312 - K-6 Methods: Physical Education
● EED 325 - K-6 Methods: Literacy
● EED 326 - Elementary Reading K-6 Field Experience**
● EED 386 - K-6 Methods: Children’ Literature
Methods Block II
● EED 336 - Advanced Literacy Methods**
● EED 341 - K-6 Methods: Art
● EED 342 - K-6 Methods: Music
● EED 350 - K-6 Methods: Mathematics**
● EED 360 - K-6 Methods: Science**
● EED 370 - K-6 Methods: Social Studies/Thematics
● EED 380 - Kindergarten Methods**
Capstone Block
● EDC 410 - Learners with Special Needs**
● EDC 490 - School and Society
Student Teaching Block
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching
can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
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EDC 481 - Student Teaching: Initial License (12-14 weeks)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
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ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Endorsement
Social Studies (5-8th grade)
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POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty? 19th Century U.S. History
o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S.
ECO 113 - Principles of Microeconomics
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One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Endorsement
Mathematics (5-8th grade)
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
General Science (5-8th grade)
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BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
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HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing II
Modern language prerequisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
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EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
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ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
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ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
● EDC 200 - Orientation to Education in an Urban Setting**
● Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
● EDC 220 - Educational Technology
Foundations Block II
● EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the Education Department.
Methods Block I
● ESE 300 - Reading/Writing in the Content Area**
● ESE 325 - Creating Learning Environments
Methods Block II
● ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
● EDC 410 - Learners with Special Needs**
● EDC 490 - School and Society
Student Teaching Block
● One of EDC 481 or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
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A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead
to licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
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ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
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EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 225 - Foundations of Literacy
Students must be admitted to Education Department to take courses beyond this point.
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EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing I
EDC 331 - Practicum in Public Achievement I
EDC 332 - Building the Public Good: Public Achievement and Organizing II
EDC 333 - Practicum in Public Achievement II
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
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EDC 410 - Learners with Special Needs**
EDU 491 - Practicum and Seminar in Special Education**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the Writing Lab.
Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education,
journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing,
and other professions and businesses.
English Faculty
Robert Cowgill, Stephan Clark, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Kathryn Swanson, Mzenga
Wanyama (Chair)
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and
are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of
aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills
of the educated and employable citizen.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in literary theory
demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and
Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater, and Gender, Sexuality, and Women’s Studies.
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This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
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One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two
200-level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Literature, Language, and Theory Minor
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
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One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater.
To complete this concentration, students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
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One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 420 - Advanced Studies in Writing (Keystone)
One of ART 215, ART 201, or PWC 330
o ART 215 - Introduction to Web Design
o ART 201 - Introduction to Graphic Design
o PWC 330 - Writing for Digital Media
Three literature, language and theory electives, with at least one at the 300-level or higher
Three writing electives, with at least two at the 300-level, chosen from:
o ENL 227 - Journalism
o ENL 228 - Broadcast and Online Journalism
o ENL/FLM 229 – Screenwriting
o ENL 320 - Fiction One
o ENL 321 - Fiction Two
o ENL 322 - Poetry One
o ENL 323 - Poetry Two
o ENL 324 - Creative Non-Fiction
o ENL/THR 325 - Playwriting I
o ENL/THR 326 - Playwriting II
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ENL 329 - Screenwriting II
ENL 396 - Internship in Teaching Writing
ENL 397/399 - Internship
PWC 300 - Playwriting
PWC 310 - Topics in Playwriting
PWC 320 - Writing for Television
An approved ACTC creative writing course
Creative Writing Minor
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including:
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ENL226 - Introduction to Creative Writing
One literature, language, and theory elective
Three creative writing electives, with at least two numbered 300 or above, chosen from:
o ENL 227 - Journalism
o ENL 228 - Broadcast and Online Journalism
o ENL/FLM 229 - Screenwriting
o ENL 320 - Fiction One
o ENL 321 - Fiction Two
o ENL 322 - Poetry One
o ENL 323 - Poetry Two
o ENL 324 - Creative Non-Fiction
o ENL/THR 325 - Playwriting I
o ENL/THR 326 - Playwriting II
o ENL 329 - Screenwriting II
o ENL 396 - Internship in Teaching Writing
o ENL 397/399 - Internship
o PWC 300 - Playwriting
o PWC 310 - Topics in Playwriting
o PWC 320 - Writing for Television
o An approved ACTC creative writing course
Writing Minor
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200-level and two from the 300-level.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the
first and sophomore years and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors in the English Department and the Education Department in order
to meet the professional requirements within the Education Department as well as the requirements for the major.
Should licensure not be possible, graduation can be achieved through an English major, which requires at least two
additional, specific courses, or through a communication studies major.
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
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ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
ENL 365 - Contemporary Post-Colonial Fiction
ENL 380 - Introduction to the English Language
ENL 396 - Internship in Teaching Writing
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One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394,
410, and 430
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to
departmental approval)
Additional Courses (outside the English Department):
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COM 111 - Public Speaking
COM 254 - Interpersonal Communication
COM 351 – Argumentation
One of COM 120, COM 243, or POL 342
Special Methods (two courses):
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ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: HIS 369, MAT 111, MAT 145,
MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a
GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency
course in their genre. Upon successful completion of the same residency requirements as graduate students, master
class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits).
Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three
summer residency course requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
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Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual
instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a
grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111).
Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Effective Writing I (ENL 101), Effective Writing II (ENL 111), HON 111, or ENL 112 can elect the traditional
grading system or P/LP/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop foundational
competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These
courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research
methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to
write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve
as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s
program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences,
humanities, and professional studies to examine the interdependence between humans and the natural world. It
provides an understanding of the ecological, social, and cultural processes and problems that bind that world together.
Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our
day, and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents.
Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an
opportunity for the close study of complex urban environments and their relationship to wider ecological systems.
Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In
turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies
program simultaneously studies ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in
settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of
the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate
school, education, ministry, and corporate settings.
Environmental Studies Faculty
Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina
Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English),
Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva
(Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political Science, Program Director), John Zobitz
(Mathematics).
Degree and Major Requirements
Environmental Studies Major
A total of 14 courses, as follows:
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BIO 152 and 152L - Ecology, Evolution and Diversity and Lab
ECO 113 - Principles of Microeconomics
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering
with more than 63 credits) must take 1 section
ENV 320 and 320L - Environmental Science and Lab
ENV Internship (ENV 396, 397, 398, or 399)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
One of SWK 210 or ENV 340
o SWK 210 - Environmental Justice and Social Change
o ENV 340 - Climate and Environmental Justice
One of CHM 102 or CHM 115
o CHM 102 and 102L - Chemistry for Changing Times
o CHM 115 and 115L- General Chemistry I and Lab
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One lower division elective chosen from:
o AIS 105 - Introduction to American Indian Studies
o AIS 205 - Contemporary American Indian Issues
o COM 260 - Environmental Communication
o ENL 270 - Themes: Environmental Literature (this topic only)
o POL 241 - Environmental and River Politics
o SOC/URB 111 - City Life: Introduction to Urban Sociology
One research methods course chosen from:
o COM 301 - Research Methods in Communication Studies
o ENV 360 - Field Research Methods and Investigation
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o POL 483 - Political Statistics and Methodology
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
One additional upper division elective chosen from:
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 481 and 481L - Ecology and Lab
o ECO 370 - International Economic Development
o ENV 310 - Environmental Politics Field Seminar
o ENV 330 - Topics in Environmental Studies
o ENV 340 - Climate and Environmental Justice
o ENV 350 - Ecology and Socio-Ecological Systems Change
o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o RLN 333/WST 313 - Environmental Theology and Ethics
o SOC 380 - Disaster and Resilience
o SOC/URB 381 - City and Regional Planning
One of ENV 492 or ENV 490
o ENV/URB 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project
Environmental Studies Minor
Five courses:
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ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit)
SWK 210 - Environmental Justice and Social Change
Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300
or above:
o Humanities
▪ COM 260 - Environmental Communication
▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
▪ RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
▪ ECO 365 - Environmental Economics
▪ ENV 310 - Environmental Politics Field Seminar
▪ POL 241 - Environmental and River Politics
▪ POL 325 - Politics and Public Policy
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o
▪ POL/WST 341 - Globalization, Social Struggle and the Environment
▪ SOC 380 - Disaster and Resilience
Natural Sciences
▪ BIO 152 and 152L - Evolution, Ecology, and Diversity
▪ BIO 420 - Conservation Biology
▪ BIO 425 and 425L - Freshwater Ecology
▪ BIO 481 and 481L - Ecology
▪ CHM 115 and CHM 115L- General Chemistry I
▪ ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods
requirement.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael
Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary PezechkianWeinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At
least three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or MAT 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Love, Intimacy, and Sexuality
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
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POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics
o WST 341 - Globalization, Social Struggles and the Environment
o WST 357 - Mexican History, Culture and Cosmovision
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies and Social Change
o AIS 208 - Native American/First Nations Women and Film
o AIS 305 - Indigenous Issues of Central America
o ENL 365 - Contemporary Post Colonial Fiction
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer.
The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with
Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who
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transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality,
and Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied
professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for
individuals, schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Nick Brundy, Anthony Clapp (Chair), Christopher Dixon, Carol Enke, Jill Everett, Aaron Griess, Holly LaBerge, Melissa Lee,
Marissa Lindback, Tara Mader, Brianna McMichael, Michael Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan
Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala
Degree and Major Requirements
Health Education Major
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Health Education Minor
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Physical Education Major
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HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 324 - K-6 Physical Education Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 Physical Education Games and Activities
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HPE 334 - 7-12 Sport Skills and Activities
HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Exercise Science Major, BA
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 220 - Motor Learning and Development
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science and allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic. Students wishing to apply
for admission to an accredited Physical Therapy program are advised to take INDI 2220 - Medical Terminology, and one
of MAT 114 - Precalculus or MAT 145 - Calculus.
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HPE 104 - Components of Fitness
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HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 – Internship
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o BIO 353 and BIO 473
▪ BIO 353 and 353L - Comparative Vertebrate Anatomy
▪ BIO 473 and 473L - Physiology of Humans and Other Animals
o HPE 203 and HPE 204
▪ HPE 203 and 203L - Human Anatomy and Physiology
▪ HPE 204 and 204L - Advanced Human Anatomy and Physiology
o BIOL 2610 and BIOL 2620 (St. Catherine)
▪ BIOL 2610 - Human Anatomy and Physiology I
▪ BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or MAT 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Abnormal Psychology
Complete one elective chosen from:
o HPE 215 - Exercise and Health Psychology
o HPE 220 - Motor Learning and Development
o HPE 305 - Stress Management
o HPE 450 - Current Health Issues
o HPE 452 - Advanced Biomechanics
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Exercise Science Minor
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BIO 103 - Human Anatomy and Physiology
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 351 and 351L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 114 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 220 - Motor Learning and Development
o HPE 280 - Coaching Theory
o HPE 304 - Advanced Fitness Training
o HPE 315 - Exercise Testing and Prescription
o HPE 357 - Measurement in Health, Physical Education, and Exercise Science
For a complete list of courses and descriptions, see the Course Description Search.
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History
Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things
came to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures.
We cultivate a critical understanding of past and present that will help students become thoughtful, informed, and
engaged participants in the world.
Students who major in history ask careful questions, consider multiple perspectives, analyze information, see
experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st
century. They enrich their own lives and develop the skills to help them make significant contributions to the broader
world. After all, history is to a community what memory is to an individual—it is the foundation of identity.
History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to
pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found
careers in law, education, or cultural institutions. Today, they also work in media and communication, management,
manufacturing, information technology, administration, finance, social services, data management, and sales. Many
pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and
business.
History Faculty
Michael J. Lansing (Chair), Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy
one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at
Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending
on specific offerings.
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HIS 200: Why History Matters
HIS 300: Doing History in Public
HIS 400: Research Seminar
Six total elective courses, with at least three being upper division courses, including:
o Three global area electives from three different global areas:
▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386
▪ Africa: HIS 104, 187, 327, 346, or 387
▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388
▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332,
335, 336, 338, 343, 349, or 389
▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474
o One pre-1800 elective chosen from:
▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120
o Two additional HIS electives
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 400
W: HIS 200 and HIS 400
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The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146,
MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major
requirements. The state requirements will also be subject to change after publication of this catalog. Students should
consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social
Studies.
Minor
Five HIS courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are
advanced. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and 400level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission to
waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS
300, and HIS 400. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
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A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local
and global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty mentors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
o BUS 465 - International Management
o COM 329 - Intercultural Communication
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ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Cultures of Empire: A Multinational Britain
HIS 440 - Topics in World History
HIS 474 - Europe and the World
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
RLN 276 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or
MAT 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
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o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
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and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
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POL 160 - World Politics
SWK 230 - Course has been discontinued – see program director for alternative options
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Post-Colonial Fiction
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Revolutions, Republics, and Resilience in Latin America
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major
in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe,
Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese,
and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated
Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels,
Kate Reinhardt, Joseph Towle (Chair).
Degree and Major Requirements
Spanish Major
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CCS 100 - Introduction to Cultural Studies
9 courses above SPA 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY
480, any course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
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CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
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Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers
of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department.
Electives:
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Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: HIS 369, MAT 111, MAT 145,
MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor (French, German, or Spanish)
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and
to tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 480 - Public Relations/Promotional Communication
ENL 220 - Intermediate Expository Writing
ENL 385 - Language and Power
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics, Statistics, and Computer Science
Mathematics, Statistics, and Computer Science provide tools for solving a wide array of quantitative and computational
problems. Our majors and minors develop the ability to understand both applied and abstract quantitative
relationships, to interpret and communicate with data, to use modern technology to compute, and to understand and
implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and
skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing
a major in Mathematics, Mathematical Economics, or Computer Science or a minor in Mathematics, Statistics, or
Computer Science go on to careers such as Data Analytics, Software Engineering, Finance, and Insurance, or to teach in
Grades 7-12. They pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or
other sciences. The department offers the following programs:
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Computer Science (BA, BS, and Minor)
Computational Philosophy (BA)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Suzanne Dorée (Chair), Nimanthi Atukorala, Pavel Bělík, Larry Crockett, Rebekah Dupont, Richard Flint, Matthew Haines,
Scott Kerlin, Amy Larson, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz
List of Courses Offered and Descriptions
See the Course Description Search.
Degree and Major Requirements
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Computer Science Major, Bachelor of Arts
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One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
o Approved topics course
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Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
o PHY 261 – Electronics
o MAT 355 - Numerical Mathematics and Computation
o One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
▪ MAT 213 - Data Visualization and Statistical Computing
▪ MAT 273 - Statistical Modeling
▪ MIS 270 - Data Management for Business
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing (recommended)
o MAT 271 – Discrete Mathematical Structures
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met
by MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
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One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
o Approved topics course
Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
o PHY 261 - Electronics
o MAT 355 - Numerical Mathematics and Computation
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One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
▪ MAT 213 - Data Visualization and Statistical Computing
▪ MAT 273 - Statistical Modeling
▪ MIS 270 - Data Management for Business
MAT 145 and 145L - Calculus I
MAT 271 - Discrete Mathematical Structures (students who have already completed MAT 171 may choose to
substitute a third MAT elective from those listed below)
One of MAT 146, MAT 246, or MAT 304
o MAT 146 - Calculus II
o MAT 246 - Linear Algebra
o MAT 304 - Graph Theory
One additional mathematics elective chosen from:
o MAT courses above 200 (beyond those applied to above requirements)
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
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One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 320 or CSC 345
o CSC 320 - Algorithms
o CSC 345 - Principles of Computer Organization
One additional CSC course numbered 300 or above (Internships may not be used as electives toward the minor)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 - Discrete Mathematical Structures
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Religion and Philosophy)
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MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 – Discrete Mathematical Structures
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
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CSC 210 - Data Structures
CSC 320 - Algorithms
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-Century Philosophy
PHI 365 - Philosophy of Science
One of PHI 410 or CSC 495
o PHI 410 - Topics in Philosophy
o CSC 495 - Advanced Topics in Computer Science
One additional upper division elective in philosophy
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the BA major in Computational Philosophy Transfer students
must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Arts
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
One of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical Systems, or
other approved “theoretical structures” course.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
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Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting
courses (or substitutes with departmental approval); BIO 255, BIO 473, BIO 481, CHM 280, CHM 362, CHM 368, CSC
165, CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO
490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MIS 379, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC
362, SOC 363. (Not more than one of MAT 163, MAT 164, PSY 215, SOC 362, or MIS 379 may count).
Among these seven electives (or additional courses) there must be:
● At least one of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical
Systems, or other approved “theoretical structures” course.
● At least one of: MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations
in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied
projects” course.
● At least one of: MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM, MAT 373: Probability
Theory, PSY 215: Research Methods and Statistics I, SOC 362: Statistical Analysis, MIS 379: Quantitative Methods for
Business and Economics, or other approved “statistical perspectives” courses. Note that MAT 373 applies to the
requirement for “Four additional electives chosen from MAT courses numbered above 250, at least three of which
are numbered above 300. “ The other choices apply to the requirement for “Three additional electives chosen from
MAT courses numbered above 250, or the following list of supporting courses,” which applies to some focus areas
but not others.
● At least five courses from a focus area approved by the department. Students are encouraged to have their plans for
a focus area approved by the department before junior year. Sample focus areas include:
o Actuarial Science (with University of St. Thomas)
o Business
o Computational Mathematics
o Data Analytics
o Economics
o Finance
o Mathematical Biology
o Mathematical Chemistry
o Physics
o Statistics
o Teaching Mathematics
o Theoretical Mathematics
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond a course is expected.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
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Teaching Licensure in Mathematics
The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state
requirements are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary
education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in
Mathematics with the following seven electives:
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ESE 330 - 5-12 Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
One of MAT 324: Analysis or MAT 363: Dynamical Systems
One of MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in
Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects”
course.
One of MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle
school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the
requirements for a BS major in Elementary Education and the following courses:
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty mentor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better in each course that applies towards education licensure.
For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics
major. For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the
endorsement.
Mathematics Minor
Five courses including:
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327: Special
Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses.
Alternatively, students may complete a minor by taking the six courses: MAT 145 - Calculus I, MAT 146 - Calculus II, One
of MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM, MAT 252 - Exploring Geometry, MAT
271 - Discrete Mathematical Structures, and MAT 287 - History of Mathematics.
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Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must also earn a grade of C- or better in each course that applies toward the minor in Mathematics.
At least one MAT course numbered above 250 must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of:
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MAT 163 - Introduction to Statistics
MAT 164 - Introduction to Statistics for STEM
MIS 379 - Quantitative Methods for Business and Economics
Recommended Courses for Mathematical Economics majors:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
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An introduction to statistics - one of:
o MAT 163 - Introduction to Statistics
o MAT 164 - Introduction to Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
A project-based statistics course - one of:
o BIO 481 – Ecology
o ECO 490 - Research Methods in Econometrics
o MAT 374 - Statistical Theory and Applications
o MKT 352 - Marketing Research and Analysis
o POL 483 - Political Statistics and Methodology
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o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
Two electives chosen from the following:
o MAT 373 - Probability Theory
o MAT 394 - Topics in Statistics
o No more than one of the following:
▪ CSC 170 - Introduction to Object-Oriented Programming (Java)
▪ CSC 310 - Introduction to Data Science
▪ CSC 352 - Database Management and Design
▪ MIS 270 - Data Management
o A second project-based course:
▪ BIO 481 – Ecology
▪ ECO 490 - Research Methods in Econometrics
▪ MAT 374 - Statistical Theory and Applications
▪ MKT 252 - Marketing Research & Analysis
▪ POL 483 - Political Statistics and Methodology
▪ PSY 315 - Research Methods and Statistics II
▪ SOC 363 - Research Methods
o No more than one of the following, with prior approval from the Mathematics, Statistics, and Computer Science
Department:
▪ PSY 491 - Advanced Research Methods
▪ Advanced statistics electives taught in the ACTC or in transfer
▪ An undergraduate research experience or internship using statistics
Either the project-based course or one of the electives must have a designate other than MAT.
Students interested in graduate work in statistics are encouraged to select MAT 373: Probability Theory as one elective
and MAT 374: Statistical Theory and Applications as the project-based course, and also to complete MAT 145: Calculus 1,
MAT 146: Calculus 2, MAT 245: Calculus 3, and MAT 246: Linear Algebra.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, or
Computer Science. Departmental honors recognizes:
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Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor
during junior year. Detailed requirements and information on the application process are available from the
department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Detailed requirements are available from the department.
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Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics or Computer
Science course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG
1 or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The
exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new
student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis.
Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at
Augsburg University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take
MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG.
ACT Math Subscore
Initial Math Placement
Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies Minor
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills
necessary for its serious study.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Merilee Klemp
(Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History)
Minor Requirements
LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period.
Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts,
and one elective.
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HUM 120 - Medieval Life in 12th-Century Europe
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 332 - British Literature: Renaissance and Reformation
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music, Antiquity to 1750
o THR 361 - Theater Histories: Origins to 1800
One of the following elective courses:
o HIS 369 - The Early and High Middle Ages
o HIS 370 - The Late Middle Ages to 1648
o HIS 374 - War and Religion in the Medieval Context
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
Augsburg University is accredited by the National Association of Schools of Music and its music programs fulfill all NASM
curricular standards; the music therapy program is accredited by the American Music Therapy Association.
Faculty
Full-time
J. Anthony Allen, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young Lee, Emma
Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson
Part-time Faculty
Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn
Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy
Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller,
Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea
Stern
Consulting Chair
David Myers
Fine Arts Coordinator
Cathy Knutson
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
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Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Creativity
Music
Music Business
Music Production
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts
Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg
University. Students intending to pursue a music major in any of the three music degree programs must declare their
major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree
application by the end of their fourth semester of study. More detail is included in the Music Department Student
Handbook posted on the Music Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant course work.
Music Core
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
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MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
Additional Requirements
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Pass a piano proficiency test or MUS 238 - Class Piano 4
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, MAT 145, MAT 146, MAT 163, or MAT 164.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of
the many music-related business fields most often choose this course of study.
Faculty mentor: Reinaldo Moya
Music Core, Additional Requirements and the following:
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MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice from:
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field
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observations and internships. These experiences prepare students for careers in fields such as arts management,
promotion, the recording industry, and general music business. The program affords both the performing artist and the
business student the opportunity to pursue music business studies. The Music Business concentration has two tracks:
the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of
Arts in Business Administration with Specialization in Music Business (designed with business emphasis).
Faculty mentor: J. Anthony Allen
Music Core, Additional Requirements and the following:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Education Major, Bachelor of Music
In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education
program is accredited by the Minnesota Professional Educator Licensing and Standards Board.
The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers
in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota
Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in
certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general
emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must
formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school
settings must also apply to the Augsburg University Department of Education for acceptance to the music education
licensure program. All course requirements in and beyond music must be complete prior to the student teaching
semester. Those not pursuing licensure have a wider range of options for their degree programs through the
Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships. For community-based students, minimum grade of C- is required
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in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades,
applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure
appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s
future vocation.
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
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MUS 220 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
▪ MUS 251 - English Diction
▪ MUS 252 - Italian Diction
▪ MUS 253 - German Diction
▪ MUS 254 - French Diction
▪ MUS 342 - Choral Conducting***
▪ MUS 478 - Choral Methods in Music Education
o Instrumental Emphasis:
▪ MUS 344 - Instrumental Conducting***
▪ MUS 477 - Instrumental Methods in Music Education
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - seven semesters on the principal instrument or voice
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
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HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
ESE 300 - Reading/Writing in the Content Area
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
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* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty mentor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
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MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
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MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
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MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
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One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
Additional requirements:
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BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty mentor: Emma Moonier
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
● MUS 135 - Class Piano 1
● MUS 136 - Class Piano 2
● MUS 152 - Class Voice
● MUS 158 - Class Guitar 1
● MUS 237 - Class Piano 3
● MUS 238 - Class Piano 4
● MUS 258 - Class Guitar 2
● MUS 271 - Introduction to Music Therapy
● MUS 273 - Functional Music Skills
● MUS 315 - Psychology, Culture, and Community in Music
● MUS 340 - Music Therapy Methods I
● MUS 345 - Music Therapy Methods II
● Two 300-level Music Therapy practica (MUS 374 or MUS 375)
● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
● MUS 385 - Music Therapy Clinical Improvisation
● MUS 458 - Senior Recital
● Two 400-level Music Therapy practica (MUS 474 or MUS 475)
● MUS 480 - Music Therapy Senior Seminar
● MUS 481 - Music Therapy Clinical Internship
● BIO 103 - Human Anatomy and Physiology
● PSY 105 - Principles of Psychology
● PSY 203 - Lifespan Development
● PSY 215 - Research Methods and Statistics I
● PSY 262 - Abnormal Psychology
● MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
● MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
● Large Ensemble - eight semesters on the principal instrument or voice
● Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
● Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
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Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Creativity Minor
The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or
production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be
useful for students in any music degree who are interested in composition, song writing, music production, etc. The
program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique
program that aims to be student-directed and genre-fluid.
This minor is open only to students majoring in a Music Department field.
Faculty mentor: Reinaldo Moya
Requirements:
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MUS 113 - Music Theory and Aural Skills I
Two semesters of MUP 193 - Performance Study: Composition
MUS 220 - Worlds of Music
MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 413 - Advanced Analysis
MUS 476 - Instrumentation and Arranging
One of MUP 192, MUS 242, or THR 116
o MUP 192 - Performance Study: Improvisation
o MUS 242 - Jazz Improvisation 1
o THR 116 - Acting and Improvisation for Non-Majors
Four additional credits from:
o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
o MUS 241 - History of Jazz
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
o MUS 392 - Topics
Music Minor
Faculty mentor: Merilee Klemp
Requirements:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 231 or MUS 232
o MUS 231 - History and Literature of Music I
o MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
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Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty mentor: J. Anthony Allen
Requirements:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o ENT 254 - Entrepreneurship
Music Production Minor
The Music Production minor is a course of study designed both for the Music major desiring additional preparation in
audio recording and production and for the non-music major interested integrating music technology into their career.
With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site
field experiences that address specific professional skills necessary to enter today’s music industry. Students in the
minor will primarily be working in the Grangaard Record Studio.
Faculty mentor: J. Anthony Allen
Requirements:
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MUS 221 – Introduction to Music Technology
MUS 225 – Electronic Music Production
MUS 306 – Audio Recording
MUS 307 – Music Production and Distribution
One of the following:
o MUS 113 – Music Theory and Aural Skills I
o MUS 160 – Fundamentals of Music
One of the following:
o MUS 205 – Legal Issues in Music, Entertainment, and the Arts
o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2
o Two semesters of music ensemble (two credits of MUE)
o MUS 158 – Class Guitar 1
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
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Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass
the test; those with some training may register for private piano lessons; the majority of students are advised to take a
piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
● SCI 106 - Introductory Meteorology
● BIO 121 - Human Biology
● BIO 102 - The Biological World
● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
● CHM 115 - General Chemistry I
● CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at
home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as
they are able.
Department of Nursing Faculty
Martha Aleman, Kaija Freborg, Kristin McHale, Joyce Miller (Chair), Katherine Martin
Staff: Colleen Hagerman
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
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Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
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NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
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Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses
per semester, based on personal choice.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to
graduate. Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs.
Students will be assigned to a nursing faculty adviser to develop a plan of study.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
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An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
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Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that
must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
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Courses in the Nursing major are generally offered on Monday, Tuesday, or Thursday evenings, and practicum courses
(NUR 411) may require some additional weekday time. Generally, most nursing classes meet face to face 4 to 6 times a
semester on weekday evenings for four-hour time blocks.
However, instruction modalities vary: Some courses are offered face-to-face in classroom settings, while some courses
are offered face-to-face instruction through the use of video conferencing, and then some courses are offered entirely
with asynchronous online instruction. Activities also occur between face-to-face meeting times, so therefore weekly
activities will occur.
Optional immersion courses and practica at home and abroad are scheduled throughout the year. Students complete
their community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the
Department of Nursing for details.
It is recommended to work with an academic advisor for advice on liberal arts courses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
See Religion and Philosophy for details about the Philosophy major and minor.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair),
Jeff Walter
Degree and Major Requirements
Physics Major, BA
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PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 261 and 261L - Electronics
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PHY 317 and 317L - Biophysics
BIO 473 and 473L - Physiology of Humans and Other Animals
BIO 475 and 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 345 - Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
PHY 245 and 245L - Modern Physics
PHY 261 and 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and 317L - Biophysics
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 475 and 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CSC 345 - Principles of Computer Organization
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CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one
independent project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following:
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
BIO 369 and 369L - Biochemistry
BIO 471 and 471L - Advanced Cellular and Molecular Biology
BIO 475 and 475L - Neurobiology
BIO 476 and 476L - Microbiology
BIO 486 and 486L - Immunology
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics I
PHY 245 and 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
PHY 327 and 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L- Calculus I
MAT 146 and 146L - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the non-profit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages,
Norma Noonan (emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
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POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the
permission of the department. POL495 can be used toward area requirements with advisor approval. The applicable
area will vary based on the topic of the course.
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Area 1 – American Government and Politics: POL325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL350, 359, or 459
Area 3 – International Politics: POL368, 461, or 490
Area 4 – Public Law: POL370 or 371
Area 5 – Political Theory and Analysis: POL380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
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POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Intermediate Expository Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
▪ POL 350 - Topics: European Politics
▪ POL 370 - Constitutional Law
▪ POL 371 – Topics
▪ POL 380 - Western Political Thought
▪ POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
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One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
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If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/LP/N). Exceptions may be made in extraordinary circumstances.
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Political Science Minor
Five courses, including:
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POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
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POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Intermediate Expository Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
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One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
Notes
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If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
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Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Orientation to Education in an Urban Setting (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), David Matz, Bridget Robinson-Riegler, Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting.
Students take ten courses, including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 – Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
At least one course from the following:
o PSY 261 – Personality and Cultural Context
o PSY 359 - Assessment
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
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PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the
minor: PSY 199, 299, 396, 399, 400, and 499.
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For a complete list of courses and descriptions, see the Course Description Search.
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Religion and Philosophy
The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies,
theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and
reality of life for individuals and for communities.
The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological,
philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning
and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these
matters.
The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures
the critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do
this critical work as a community of learners, faculty and students together, in the following ways:
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We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in
specific locations, among real people, with lived experiences and concrete issues.
We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform
public life.
We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to
inquire, respectfully and critically, about the claims of others.
We problematize and challenge religious and philosophical claims from a variety of social locations and diverse
perspectives.
We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based
and humanist communities to create learning, research, and service opportunities.
We nurture our community of learners by raising and reflecting on personal questions of meaning, identity,
values, vocation, and spirituality.
Religion Faculty
Lori Brandt Hale (Chair), Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Philip Quanbeck II, and Hans Wiersma
Philosophy Faculty
David Apolloni, Larry Crockett
Majors
The Religion and Philosophy Department offers majors in Religion, Philosophy, Theology and Public Leadership, and
Computational Philosophy.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and
encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other
perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role
of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion
through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social,
cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II, develops
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themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described
in the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or
minor.
Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1)
Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith
Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing
four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students
choose to add religion as a second major. Examples of double majors include students in biology, sociology, and
history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently—
skills that make our graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 216: Religion and Science in Popular Culture
RLN 222: Spirituality, Religion, and Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 251: The Bible in Culture and Counterculture
RLN 257: Heaven, Hell, and the End of the World
RLN 319: Religion at the Movies
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 214/MUS 234: Church Music and Worship
RLN 216: Religion and Science in Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 237: Giants of the Christian Faith
RLN 240: Religion and the Rise of Science
RLN 243: Religion in America
RLN 245: The Lutheran Heritage
RLN 257: Heaven, Hell, and the End of the World
RLN 319: Religion at the Movies
RLN 330: Theology of Death and Dying
RLN 331: Christian Ethics
RLN 342: Martin Luther and the Reformation
RLN 340/HIS 378: The Medieval Church
RLN 370: American Indian Spirituality and Philosophical Thought
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RLN 374: Ethics and World Religions
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 251: The Bible in Culture and Counterculture
RLN 257: Heaven, Hell, and the End of the World
RLN 261: Jesus and His Interpreters
RLN 409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 275: Judaism
RLN 276: World Religions
RLN 370: American Indian Spirituality and Philosophical Thought
RLN 374: Ethics and World Religions
RLN 407: Interfaith Scholars Seminar I (2 semester credits)
RLN 408: Interfaith Scholars Seminar II (2 semester credits)
RLN 409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections
of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
● Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible in Culture and Counterculture
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
● Public ministry core (16 credits):
o RLN 290 - Foundations for Public Ministry
o RLN 295 - Church: Past, Present, Future
o RLN 390 - The Art of Public Ministry
o RLN 399 - Internship
● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
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o Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young
people, and to develop the necessary skill set for effective work with children and youth.
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YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
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SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
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SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 406 - Social Work Practice 3: With Communities and Policies
COM 329 - Intercultural Communication
Worship and Music Concentration
This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
● RLN 214/MUS 234 - Church Music and Worship
● COM 111 - Public Speaking
● Two other courses (yet to be determined; see program director for more information)
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Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
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ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
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POL 325 - Politics and Public Policy
SOC 390 - Social Problems Analysis
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
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PSY 203 - Lifespan Development
PSY 262 - Abnormal Psychology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
● Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency.
● CCS 100 - Introduction to Cultural Studies
● COM 329 - Intercultural Communication
Philosophy Major
Eight courses including, including at least four upper division courses:
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One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Mathematics, Statistics, and
Computer Science)
See the Mathematics, Statistics, and Computer Science section for more information.
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Philosophy Minor
Five courses:
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Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a second
major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Graduation Skills for Philosophy major
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Prerequisites
Completion of either RLN 100 or RLN 300 is required before all other RLN courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion and Philosophy Department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
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ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty? 19th Century U.S. History
o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S.
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
HIS 200 - Why History Matters
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and
anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Jason Lukasik and Michael Lansing for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people and communities through the
empowerment of individuals and advancement of social justice. Social workers are licensed professionals who work in
various sectors of society. You will find social workers in nearly all major social settings from clinics and hospitals, to
schools, non-profit organizations, faith communities and government entities. Augsburg’s nationally-accredited social
work program immerses students in the skills and theories of social work and interweaves that body of knowledge with
biology, psychology, sociology, economics, statistics, and political science. The curriculum prepares you for multicultural
professional social work through two different year-long field placements in a range of human service agencies during
the junior and senior year.
Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies
you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed
Social Worker..
Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program
(MSW). The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the national accrediting body, the Council on Social Work Education. For more information about the MSW program,
consult the Graduate Catalog.
Social Work Faculty
Laura Boisen (Chair), Bibiana Koh (MSW Program Director), Erin Sugrue (MSW Field Director), Christina Erickson (BSW
Program Director), Melissa Hensley (BSW Field Coordinator), Johanna Barry, Susan Carlin, Ankita Deka, Kao Nou L. Moua,
Paula Watts Zehringer
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each
Social Work major must complete the application materials and be officially admitted to the Social Work program before
beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who
do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for
conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses
restricted to Social Work majors.
Degree and Major Requirements
The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
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BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
o POL 121 - American Government and Politics
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o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, MAT 164 or SOC 362.
GPA Requirement
After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses,
and overall) to remain in good program standing. A grade of C is required for each required upper division social work
course. All Social Work majors must take their social work courses with traditional grading.
Social Work Major
Ten upper-level courses:
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SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their
coursework and field placement at Augsburg’s Mexico Campus:
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SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
Spanish Language Requirements are often taken
Students who go to the Social Work in Mexico Semester are not required to take SWK 280
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a
means to apply social work perspectives to their chosen career.
Six courses including:
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SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
And one course from:
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POL 121 - American Government and Politics
POL 158 - Introduction to Political Science
POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director
assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations,
public and private, across the Twin Cities.
Social Work Course Sequence
The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of
the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both
courses are equal as introductions to the major. Each course features an experiential learning component.
Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and
are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer
relationships and strong connections to faculty.
Social Work Study Abroad Opportunities
All social work students are encouraged to study abroad at some point in their academic career. Through The Center for
Global Education and Experience, the BSW program offers an award-winning semester study abroad program in
Cuernavaca, Mexico. The Social Work department also offers a rotating selection of faculty-led, short courses to
countries such as China, Slovenia, South Africa, Mexico, and India. Students are also encouraged to study abroad for
elective credit.
No credit for non-academic work
In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life
experience or previous work experience.
Departmental Honors
The Social Work Department offers eligible students the opportunity to earn departmental honors through the
completion of an applied or scholarly project during a student's senior year. Students may apply for departmental
honors if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social
Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N
(pass/low pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits.
Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and
critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this
paper or project. Please consult with your faculty mentor or the BSW Program Director for complete details and
deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
The national honor society requirements allow membership to juniors and seniors who have completed at least one
semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are
sent in the spring of each year.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunities to improve the world we have created and in which we collectively live. The sociological
perspective provides an important way to critically understand how human beings come to think and act as they do in a
variety of social contexts.
The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order,
how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an
understanding of theories of society and social groups, learn to create and use scientific tools of analysis, and employ
sociological concepts to solve social problems.
We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for
learning. Internships enable our majors to draw upon sociological theories and research skills while they explore
different career paths. Students also may take an independent study, special topics course, or field study toward that
end.
The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in
the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of
research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the
nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal
justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources,
conducting research for corporations, as well as teaching at universities as professors of sociology. The Sociology major
also provides excellent preparation for advanced study in areas such as law, human services, counseling, social work,
urban planning, and ministry.
Sociology Faculty
Nancy Fischer (Chair), Lars Christiansen (Emeritus), Garry Hesser (Emeritus), Diane Pike, Tim Pippert, James VelaMcConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound
foundation for a number of fields from human services to criminal justice to business to public service. The Sociology
major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories
over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, critical
analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and the connection
between of the individual and collective perspectives reflected in the sociological imagination. The five core courses
intentionally develop those skills in our students. The electives allow students to focus on content areas and develop
additional courses related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121,
362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the
major.
Core courses (complete all five):
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SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
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Five elective courses, at least three of which must be upper division:
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Lower division elective options
o SOC 111 - City Life: Introduction to Urban Sociology
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o SOC 265 - Race, Class and Gender
o SOC 266 - Sociology of Love, Intimacy, and Sexuality
o SOC 277 - Introduction to Criminology
o SOC 290 - Cultures of Violence
o SOC 299 - Directed Study
Upper division elective options (minimum of three required; SOC121 prerequisite)
o SOC 320 - Sociology of Law
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 375 - Social Psychology
o SOC 377 - Organizational Crime and Deviance
o SOC 380 - Disaster and Resilience
o SOC 381 - City and Regional Planning
o SOC 387 - Juvenile Delinquency
o SOC 390 - Social Problems Analysis
o SOC 395 - Mental Illness and Society
o SOC 399 - Internship
o SOC 499 - Independent Study/Research
Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for 4 credits in order to
count as electives for the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest
tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills.
Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular
careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban
studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
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Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training,
and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles,
Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios,
Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
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Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4
THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing MAT
111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
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THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 221 - Expository Writing about the Arts
o ENL 330 - Shakespeare
o ENL 338 - British and Commonwealth Drama
o ENL 358 - Readings in American Drama
o ENL 368 - Readings in World Drama
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o PWC 300 - Playwriting
o PWC 310 - Topics in Playwriting
o PWC 320 - Writing for Television
o PWC 330 - Writing for Digital Media
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted
twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater
majors with concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined
with an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
PWC 300 - Playwriting
PWC 310 - Topics in Playwriting
PWC 320 - Writing for Television
PWC 330 - Writing for Digital Media
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
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THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work
ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of
each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
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Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
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THPs may be repeated
Crew work required for classes/coursework does not count toward practicum credits
Student employment hours do not count towards practicum credit
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3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of the extraordinary amount of time required of the student.
Theatre Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
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Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg
based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs
are completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many
different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology,
political science, political philosophy, history, environmental studies, art and architecture to understand metropolitan
areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with
experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived
experience. Coursework often includes walking tours, site visits, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to achieve effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus),
Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and
Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o SOC 380 - Disaster and Resilience
And two additional urban-related electives, approved by the Program Director. For electives, please see the
following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities
that suit your career interests, including off-campus study, ACTC courses, or study abroad.
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o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART/HIS 249/349 - The Designed Environment
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
GEOG225 Introduction to Geographic Information Systems (Macalester)
GEOG241 Urban Geography (Macalester)
GEOG321 Geographic Information Systems (St. Thomas)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SOC 380 - Disaster and Resilience
URB 199 - Internship
URB 295 - Special Topic
URB 299 - Directed Study
URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Urban Studies Minor
A total of five courses including:
●
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●
●
●
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
For semester-length programs, the Higher Education Consortium for Urban Affairs (HECUA) Programs are highly
recommended. These semester-length and summer programs include: Inequality in America, Environmental Justice, and
Art for Social Change Programs. Other study abroad programs that are particularly useful to Urban Studies majors
include: IES Abroad Metropolitan Studies program in Berlin, Germany; and the Danish Institute of Study Abroad Urban
Studies in Europe Program in Copenhagen, Denmark. Urban Studies students have participated in programs in other
countries as well.
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Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth Studies Minor
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on
experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is
one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted
and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into
their chosen professions.
Minor Requirements
20 credits including:
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YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Sylvia Bartley, PhD
Karen A. Durant ’81
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
James Hereford
Veena Iyer, JD
Diane L. Jacobson, PhD
Mark Johnson ‘75
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, JD
Steven E. Larson ’72, MD
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. David L. Tiede, PhD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica;
MS, Ithaca College.
Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg University.
Karen Kaivola (2013). Provost and Senior Vice President for Academic and Student Affairs and Professor of English. BA,
Georgetown University; MA, PhD, University of Washington.
Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Catherine Bishop (2011 ). Assistant Provost of Academic Affairs and Chief Student Success Officer. BA, Macalester
College; JD, William Mitchell College of Law.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Tom Carroll (2014). Director, Financial Planning and Analysis. BA, Loras College; MBA, Keller Graduate School of
Management, DeVry University.
John Coskran (2020). Senior Finance Director. BS, Carleton College; MBA, Augsburg University; MS, DePaul University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD,
University of Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, PhD, Washington State University.
Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria
Technical and Community College.
Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota; MA, Augsburg
University.
Michael Grewe (2008). Assistant Dean of Students and Director of Campus Life. BS, University of Minnesota; MSW,
Augsburg University; PhD, University of Minnesota.
Sarah Griesse (2006). Dean of Students. BA, Wittenberg University; MA, The Ohio State University; PhD, Loyola
University-Chicago.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
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Marah Jacobson-Schulte (2018). Assistant Provost for Academic Administration and University Registrar. BS, MS, EdD,
St. Cloud State University.
Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Emily Long (2021). Director of Residence Life. BA, Regis University; MEd, Seattle University.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Mayra Medina Macias (2020). Director of Latinx Student Services. BA, Augsburg University.
Dawn Miller (2016). Human Resources Director. BA, University of Minnesota.
Renee Most (2019). Director of StepUP Program. BS, St Catherine University; MA, Hazelden Betty Ford Graduate School
of Addiction Studies.
Patrick Mulvihill (2017). Assistant Provost of Global Education and Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Jamie Randall (2019). American Indian Student Services Director. BA, MFA, Augsburg University.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Azania Tripp (2020). Director of Pan-Afrikan Center. BS, University of Minnesota; MSW, University of Michigan.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of
Wisconsin-Platteville; MS, University of Wisconsin-La Crosse.
Hli Vang (2014). Assistant Dean of Students and Director of Pan-Asian Student Services. BS, University of Wisconsin-River
Falls; MA, University of Wisconsin-Lacrosse.
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Faculty (Full-time)
A
Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminary; PhD, University of Minnesota.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Johanna Barry (2021). Assistant Professor of Social Work. BA, Colorado College; MSW, The University of
Chicago; PhD, Loyola University Chicago.
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University
of Florida.
Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University;
MS, Minnesota State University, Mankato; PhD, Ohio State University.
Jonathan Brown (2021). Instructor of Mathematics, Computer Science, Statistics. BS, University of Wisconsin; MS, PhD,
University of Minnesota.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
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Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Assistant Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Assistant Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign.
Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
E
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington.
Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota.
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Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of Minnesota–
Duluth; PhD, University of Illinois-Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Zengqi Vivian Feng (2008). Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State
University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
G
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University;
PhD, University of Nebraska-Lincoln.
Ashley Godbold (2021). Instructor of Mathematics, Computer Science, Statistics. BS, Francis Marion University; MS,
College of Charleston; DCS, Colorado Technical University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Sarah Greenfield (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of WisconsinMadison.
Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South
Dakota.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg
University.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD,
University of Minnesota.
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Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West
Virginia University.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman
School of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Bibiana D. Koh (2012). Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD,
University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
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Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological
Seminary; PhD, Graduate Theological Union.
Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University
of Minnesota.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of
Minnesota.
Joaquin Muñoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
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Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA,
PhD, University of Iowa.
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
229
R
Thaddeus B. Rada-Bayne (2018). Lecturer of Psychology. BA, Roosevelt University; MA, PhD, Bowling Green State
University.
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
T
Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
230
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
V
Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous
University of the State of Morelos; MA/MPhil, and PhD, Columbia University.
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of
Minnesota.
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD,
University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State
University.
John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota.
Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
231
Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota.
John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of WisconsinStout; EdD, University of Minnesota.
Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University.
David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota.
Wesley B. Ellenwood. Professor Emeritus, Communication Studies, Film, and New Media. BA, University of Minnesota;
MFA, Syracuse University.
Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD,
Colorado State University.
Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University.
Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Satya P. Gupta. Professor Emeritus, Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota.
Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia
University; DMA, Manhattan School of Music.
Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD,
Yale University.
John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
232
Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin.
Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus, Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita, Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University
of Minnesota.
233
Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of
Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus, Religion. BA, Augsburg University; BD, Augsburg Theological Seminary; MTh,
ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD,
Arizona State University.
Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University.
Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of
Chicago.
Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
234
Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design.
Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus
College; MS, Minnesota State University, Mankato.
Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University.
Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania.
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Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management... Show more
Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers
students to effectively navigate the university experience and to develop the confidence and tools to be successful.
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and
fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral
considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
1
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and
behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability and Statistics I),
MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of
MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I),
MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance),
MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial
Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics),
MKT252(Principles of Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
2
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with
members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS193
Topics Workshop: Well-Being and Success in the University
2 Semester Credits
3
This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing
deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop
once for credit.
Core Curriculum Component: None
Prerequisite(s): None
AIS202
Indigenous Forms of Cultural Expression
4 Semester Credits
This course honors Indigenous contemporary cultural forms of expression including theater, film, new media,
storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students
will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore
how Indigenous culture shapes and is shaped by contemporary cultural contexts.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS205
Contemporary American Indian Issues
4 Semester Credits
This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines
cultural and political experience, and the complex relationship between Native peoples and the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS208
Native American/First Nations Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS264
American Indians in the Cinema
4 Semester Credits
This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American
Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and
the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS295
Topics
4
4 Semester Credits
This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in
lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice;
sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and
other such focuses. Topics offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS302
Indigenous Expressive Forms
4 Semester Credits
This course explores the multiple ways that Native people develop expressions of art, music and literacy in
contemporary contexts. The course examines multiple production modalities, the use of technology, and the
expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of
creative activity, focusing on a theme, a medium of expression, or a particular community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be
taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: Augsburg Experience
5
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS380
Decolonizing Practices: Reading, Writing, Research
4 Semester Credits
This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We
will explore what it means to read, write and research with an Indigenous perspective. While so much research exists
that is driven and conducted from White/European and male lenses, our studies and work will emerge from
engagement with Indigenous scholars, theories and approaches.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS393
Topics Workshop: Well-Being and Success After University
2 Semester Credits
This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply
on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your
future.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
6
AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues),
AIS305(Indigenous Issues of Central America)
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
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ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
8
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
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Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
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printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
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4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART220
Screen Printing I
4 Semester Credits
Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of
methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students
will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential
tool in influencing cultural change and contributing to new societal ideas.
Core Curriculum Component: None
Prerequisite(s): None
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ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press-Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
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Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures,
discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural
studies. Emphasis is on both skill and individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
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4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration
of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART299
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Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Mid-Program Portfolio Review
2 Semester Credits
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
16
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
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ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
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4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
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community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
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Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws
from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
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Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
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Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is
required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the
Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both
BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO121.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
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Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO
151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
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Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L
is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO253.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
1 Semester Credits
Four hour lab taken concurrently with BIO255.
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study: Research in Biology
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
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Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
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BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
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BIO425
Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255L(Completed with
C- grade), BIO255L(Completed with L grade); BIO152(Evolution, Ecology and Diversity), BIO255(Genetics)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO444
Genomics and Biotechnology
4 Semester Credits
An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the
insights genomics provides into human health and the domestication of our food crops. The course explores the how
and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living.
Concurrent registration in BIO444L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research
Methods and Statistics I); BIO255(Genetics)
BIO444L
Genomics and Biotechnology Lab
1 Semester Credits
Required lab taken concurrently with BIO444
Core Curriculum Component: None
Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
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Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory
Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
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Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
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1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology), BIO255(Genetics)
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
Concurrent registration in BIO486L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO486L
Immunology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO486.
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
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Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
Several important biological issues that have ethical and societal implication and ramifications are explored, including
the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal
challenges faced by scientists. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of BIO255(Genetics), BIO369(Biochemistry), CHM369(Biochemistry); BIO253(Introductory Cellular
Biology)
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
35
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of
Microeconomics)
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
36
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*;
BUS242(Principles of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
37
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): BUS362(International Business)
BUS490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the
Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
38
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): CCS100(Introduction to Cultural Studies)
CCS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
39
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
40
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
41
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
42
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
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CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
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Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
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Core Curriculum Component: None
Prerequisite(s): None
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
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An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM301
Research Methods in Communication Studies
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
Course explores the skills, research and forms of communication common in business and professional careers. Students
will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional
communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales
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speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also
includes common uses of social media research, organizational communication theory, power and communication
structures, and the styles and techniques of effective management/leadership.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3)
COM355
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Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
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This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): 1 of COM281(Research Methods), COM301(Research Methods in Communication Studies)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of
MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
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CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC310
Introduction to Data Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of
CSC352(Database Management and Design), MIS270(Data Management for Business)
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC345
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Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC443
Software Engineering
4 Semester Credits
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An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC450
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4); CSC320(Algorithms), CSC345(Principles of Computer
Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC499
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Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): DAK111(Beginning Dakota I)
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
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Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
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2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), MIS379(Quantitative Methods for Business and Economics); ECO112(Principles of Macroeconomics),
ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
ECS – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
4 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
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Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
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Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC295
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
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EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License (12-14 weeks)
8 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits)
EDC482
Student Teaching: Endorsement
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits)
EDC483
Student Teaching: Initial License in PE, Music, Art, or ESL
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
70
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC501
Graduate Pro-Seminar
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC512
Foundations of Curriculum and Instruction
3 Semester Credits
In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of
curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used
to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated
curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum,
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and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group
project that focuses on practicing integrated curriculum through a social action curriculum project.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
72
An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
Core Curriculum Component: None
Prerequisite(s): None
EDC543
Critical Geography, Culture, and EcoJustice Education
3 Semester Credits
Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological
crisis and its relationship to community and school education. What assumptions about human relationships to the
natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it
mean to envisage ecological understanding?
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
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International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of "who am I as a leader".
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC571
Navigating Change in Education
3 Semester Credits
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This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC596
Early Career Teacher Seminar
2 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
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Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
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1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
80
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
EED495
Topics in Education
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3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
82
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
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4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the University. The minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include "Shakespeare on Page, Stage, and Screen," "Tolkien’s Life, Times, and Works," "The Cinema of Orson Welles,",
"Mark Twain in the 20th Century," and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include "The Heroic Journey," "Literature and Landscape," "Utopian Visions," and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include "History of Mystery Fiction," "The Short Story," "Sports and
Literature," "Victorian Thrillers," "The Musical on Stage and Screen," and others. Check the departmental Web page for
the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include "Cinema and Sexuality,"
"Strategies in Reading the Novel," "Challenging the Gaze," "Language and Society," and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
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4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
89
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II),
CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus),
MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for
Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics),
MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL
Transfer Course), SCI110(Natural Science I)
ENL329
Screenwriting II
4 Semester Credits
In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature
or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to
gain a better understanding of the aesthetics, craft, and form of screenwriting.
Core Curriculum Component: None
Prerequisite(s): ENL229(Screenwriting)
ENL330
Shakespeare
4 Semester Credits
90
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include "the
enchantment of evil"; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include "Mysteries and Moralities," "London Onstage," "The Empire Strikes Back," and
"What Is My Nation?" Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
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Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
94
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
95
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include "Classical Theaters," "Spanish and Latin American Drama from the Renaissance to the Present," "Social
Issues in Contemporary World Drama."
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENL371
History of Cinema
4 Semester Credits
96
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include "The Beats," "American Indian Writers Speak," "The Unteachable Novel," "Studies in
the American Romance," "Black and White and Red All Over: Film Noir, Communism, and Race," and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
98
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include "Is There a Gay Literature?" "Realism Reconsidered,"
"Cognition, Meaning and Interpretation," "Eco-criticism and the Nature of Reading," "Readings in Theory," and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): None
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): None
ENL528
Publishing II
100
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
101
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
102
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
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Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL550
Craft Paper: Screenwriting
2 Semester Credits
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Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
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Core Curriculum Component: None
Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
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of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL560
Craft Paper
3 Semester Credits
In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and
produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and
can later be used as the basis for the craft talk that graduating students must deliver during their final residency.
Core Curriculum Component: None
Prerequisite(s): None
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
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Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV295
109
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues in the United States or
various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies
courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the
major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
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ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
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Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
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Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social
Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
113
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
114
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
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ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESL490
Language, Culture, and Schools
3 Semester Credits
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This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
120
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
121
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
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and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
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4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
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This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
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FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
128
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): FRE212(Intermediate French II)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
130
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
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GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): GER212(Intermediate German II)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
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Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST108
AVID Elective
133
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
A Global History of Europe Since 1750
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
Decolonizing Asia and Africa
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
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HIS120
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. Themes include the
legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white
conflict and collusion, the enslavement of African Americans, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty? 19th Century U.S. History
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the 20th Century U.S.
4 Semester Credits
A survey of United States history from 1900 to the present that focuses on gender, race, and class and struggles over the
meaning of democracy. The course will introduce historical thinking using the "IGRASP" methodology (Inquire / Gather /
Reflect / Analyze / Synthesize / Present) and disciplinary-specific habits of mind.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
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liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
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experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
138
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Early Minnesota History
4 Semester Credits
139
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
140
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS300
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
141
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
4 Semester Credits
142
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
143
HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary
Germans," including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS354
Cultures of Empire: A Multinational Britain
144
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS361
145
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
146
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of the Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
147
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS400
148
Research Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS499
149
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HMO – Hmong
HMO111
Beginning Hmong I
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
HMO112
Beginning Hmong II
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): HMO111(Beginning Hmong I)
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
150
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE203
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training)
HPE203L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required*
HPE204
Advanced Human Anatomy and Physiology
4 Semester Credits
A detailed investigation into the structures and associated functions of the body. This course will provide a
comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body.
Core Curriculum Component: None
151
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology)
HPE204L
Advanced Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with HPE 204.
Core Curriculum Component: None
Prerequisite(s): HPE204(HPE204 taken concurrently) *concurrent registration is required*
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
152
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
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and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical
Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
154
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 Physical Education Games and Activities
4 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
4 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
155
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course. Concurrent registration in HPE351L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
156
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
157
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE452
158
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
159
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
160
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception)
*concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
161
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
162
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
163
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
164
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
165
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
166
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
167
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
168
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the
Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
169
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST194
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST195
Topics
2 Semester Credits
170
Core Curriculum Component: None
Prerequisite(s): None
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST294
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST495
171
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
172
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT138
173
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to
integrals. Concurrent enrollment in MAT145L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals,
differential equations, infinite series, and polar curves. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
174
Calculus II Lab
0 Semester Credits
Concurrent enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding
the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation,
experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern
computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or
Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have
successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Students who have completed MAT271 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT173
Mathematics of Finance
4 Semester Credits
175
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus any
theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data
management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating
animated Gifs.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
176
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT273
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
177
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
178
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended
for students with some background in elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
179
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring
Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History
of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
180
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
181
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
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management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBA535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
183
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
Predictive Analytics
3 Semester Credits
184
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is
designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in
preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of
leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
185
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
186
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the
concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an
introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a
credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent).
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness and Wellness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical,
intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a
Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze
their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer,
and other diseases will also be discussed. This course may be used to fulfill both the health and physical education
requirements for the A.A. degree.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making
strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate
and defend solutions and decisions.
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
187
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Level Mathematics - Specter
4 Semester Credits
IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college
level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a
basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of
rational expressions, inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Introduction to Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical
and experimental findings and applications. Topics include research methodology, the nervous system, perception,
cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their
treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures,
styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation.
Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
188
Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture,
architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in
the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will
be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
189
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1112CE
Ethics
3 Semester Credits
IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of
these theories, addresses some current contentious topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) Emphasizes critical writing, reading, and thinking with
attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of
college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the
use of sources; and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
190
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1130CE
Introduction to Biological Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology
field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is
the study of our collective human origins. Students will accomplish this through three main areas: study of biological
evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral
practices; and by examining hominid evolution from groups beginning four to five million years ago through today as
they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and
lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications
impact our evolution and environment today.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
Introduction to World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the
major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following
main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in
global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the
politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related
institutions and processes, public policies and social scientific theory while examining their own political values,
experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) Emphasizes textual analysis of primary and
secondary sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
191
MDC1146CE
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of
its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a
discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout
history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a
framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
3 Semester Credits
IHCC Equivalent: ENG 1114 The Research Paper (3 sem cr) Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective
leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and
versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers,
and supervisors the opportunity to synthesize their individual and organizational potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
3 Semester Credits
IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history
and problems of philosophy, such as theories of knowledge, reality, value and society.
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and
perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American
government, family, education, religion, and the economy.
192
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and
stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the
information on improving skills in each area is presented, the student will develop a plan for implementation. The course
will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases,
and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to
death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity
to confront and explore personal attitudes and feelings.
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in
the United States. We will cover the history of urban politics and development, the basic institutions and processes,
major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated
poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the
course, we will examine both how politics works within cities and regions as well as how state and federal policies have
affected local governments over the past several decades. The emphasis will be on grasping the basics of local and
regional government and politics, and on developing a critical perspective on cities and contemporary urban and
regional problems.
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
193
4 Semester Credits
IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political
institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of
state legislatures, governors, courts, and political parties, including the nomination and election process of state and
local officials. Overall the course emphasis will be on the Minnesota political system.
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an
appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be
selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and
scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic
probability and normal distributions.
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
3 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government
3 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
194
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own
unique voice, dramatic presence, and the power of connecting with others through story using the works of William
Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and
speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the
student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity,
exploring their voices, and expanding their imaginative and empathetic powers.
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
195
Educational Internship
3 Semester Credits
IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help
tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and
interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of
writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants
submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5
lessons they actually executed with their tutees.
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
3 Semester Credits
IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in
society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social
responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance,
information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise.
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
3 Semester Credits
IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact
business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods
under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and
employment law.
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
3 Semester Credits
IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our
airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to
American experience. We will explore how we are influenced by it and how it influences music history.
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
196
(4 sem cr) This course applies basic psychological principles of human development and behavior to learning and
teaching. The course begins with theoretical background on human development. We will examine and critique the
works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of
learning theories. The course then moves to a more specific application of these theories by examining pedagogical
techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we
attempt to reconcile theory and practice.
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the
women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how
the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the
diversity of women’s experiences in terms of race, class, and sexual orientation.
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial
revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the
present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American
ethnic and cultural diversity.
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
3 Semester Credits
IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with
the emphasis on skills common to creative expression. Assists students in discovering and developing their own best
medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.)
Students will identify select portions of writing for small and/or large group presentation.
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
3 Semester Credits
IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the
organization. Emphasis is placed on developing more productive working relationships, and achieving desired results.
Topics include: employer/employee relations, communication techniques, conflict management, work force diversity,
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and developing and managing effective teams, motivation, training, and development, talent management, developing
leaders, and performance management.
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which
language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social
power. Students will read a variety of essays about the ways in which language and social status intersect. They will also
read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a
series of writing assignments designed to help them explore the political power of language
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literature
4 Semester Credits
IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and
understanding poetry, drama, novels, short stories and creative nonfiction.
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
3 Semester Credits
IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy
motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and
criticism of the cinema and film industry. The relationship between form and content is basic to this course.
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature
and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European
Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire,
Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism,
Impressionism, and Existentialism. Covers primarily Western culture with some global culture added.
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
198
Environmental Science (with Lab)
4 Semester Credits
IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) Introduces non-majors or majors to
fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the
limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group
activities, guest speakers and films. One semester credit of lab includes analysis of factors using the campus landscape.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
3 Semester Credits
IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and
examines the role of government, the marketing environment, consumer behavior and the marketing function within an
enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of
target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The
course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship
marketing, marketing information systems, etc.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge
and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide
students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further
research.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and
analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic
knowledge of traditional Chinese literary culture and a useful foundation for further research.
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
199
IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we
live and work in relationship with others and must communicate effectively with them to achieve our goals. This class
helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends,
and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
3 Semester Credits
IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) This course examines the role and functions of religion in
society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures
through exploring the history and key teachings of the religions, examining ways of being religious in various traditions,
reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic
and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The
class will discuss how major world religions respond to contemporary social/global issues.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities: Race, Class and Gender
3 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected
inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism.
Core Curriculum Component: None
Prerequisite(s): None
200
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
201
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
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Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for
Business Majors)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
MKT252
Principles of Marketing
4 Semester Credits
203
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); MKT252(Principles of
Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
204
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
205
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Leadership in the Community
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
206
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
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accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML538
Communication Skills for Leadership
3 Semester Credits
This course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills.
Students will perform communicative tasks in a variety of genres and will receive feedback on the effectiveness of their
performances.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML560
208
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
209
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health
care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations
are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML585
Leadership Capstone: Integrating Theory and Practice
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
210
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
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Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used
toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and
community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a
dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
212
1 Semester Credits
The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
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instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its
own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
214
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
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minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
216
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
217
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
218
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
219
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
220
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
221
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
222
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
223
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
224
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
225
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
226
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
227
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
228
4 Semester Credits
E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): None
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
229
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
230
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
231
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2)
MUS238
232
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
233
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS273
Functional Music Skills
234
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
235
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
236
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
237
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
238
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
239
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
240
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
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development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
242
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS413
Advanced Analysis
2 Semester Credits
The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to
understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a
variety of time periods and musical traditions.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS456
243
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS476
Instrumentation and Arranging
244
2 Semester Credits
This course will introduce students to the various instruments of the orchestra, as well as those from other music
traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write
effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various
ensembles. Some aspects of electronic music arranging will be discussed as well.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
245
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
246
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
247
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
248
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
249
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
250
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
251
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
252
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
253
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
254
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
255
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
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NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR – Norwegian
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
257
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable*
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
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Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
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Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
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rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
261
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
262
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
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sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
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Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
265
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
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Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR715
Practicum: Dismantling White Supremacy Culture
1 Semester Credits
This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and
systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive
patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By
learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one
can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be
incorporated into collective group work to address systemic racism in both personal and professional work spaces.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum:Dia de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR755P
Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR762
268
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
269
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and
patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then
viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad
understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are
responsive to diverse cultural expressions of health and illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
270
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
1 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
271
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
2 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic
approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health
promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan
and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
272
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
273
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR833
Advanced Pathophysiology II
2 Semester Credits
This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission
within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease
results from ongoing states of imbalance. This course also integrates competency-based case study applications.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR843
Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab
0.5 Semester Credits
274
This course provides the application of competency-based education in treating HEENT and Complementary and
Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning the skill techniques for treating these conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR844
Women's Health Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating Women’s health issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for
treating Women’s health conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
NUR845
Musculoskeletal Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating musculoskeletal issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques
for treating the musculoskeletal conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR846
Dermatology, Suturing and Minor Surgical Procedures Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating dermatology, suturing and minor
surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR825(Concurrent enrollment in NUR825) *concurrent registration is required*
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
275
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
276
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
277
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
278
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
279
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
280
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects
of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these
experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
281
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
282
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
283
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
284
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
285
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
286
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
This course introduces students to various topics in the field of philosophy. Students will explore primary texts and
sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop
their own perspectives on the topic(s) under investigation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
287
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
288
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
289
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent
registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
PHY108L
College Physics II Lab
290
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
291
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II)
*concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level);
PHY121(General Physics I)
PHY122L
General Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
292
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
293
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in
PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY351
294
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
295
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
296
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
297
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
298
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
299
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
300
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional
Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
301
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
302
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
303
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
304
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
305
Core Curriculum Component: None
Prerequisite(s): None
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
306
PRP705
Physiological Psychology
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
307
3 Semester Credits
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
308
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
309
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
310
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
311
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
312
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
313
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
314
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP859
Clinical Research Project Extension
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents an optional extension credit for students who were not able to complete their CRP on the typical timeline,
through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working
closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their
chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful
CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and
research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP855(Clinical Research Project 5)
PRP880
Topics
315
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP890
Predoctoral Internship
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy),
PRP824(Practicum IV - Therapy)
PRP891
Predoctoral Internship Supplement
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
316
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy),
PRP824(Practicum IV - Therapy)
PSY – Psychology
PSY100
Topics in Psychology
4 Semester Credits
A topics-based psychology course for non-majors interested in applying psychological principles and methods to
understand and analyze real-world events.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
317
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY205
Culture and Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
318
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
319
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial and Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
320
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
A grade of C- or higher in PSY 215 is required to enroll in PSY 315.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
321
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
322
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
323
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
324
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC310
Topics in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of
genre, musical theater writing, social justice theater, various play structures, and related topics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC320
Writing for Television
4 Semester Credits
An online television writing workshop taught from the perspective of a professional writer affiliated with the
Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot
creation, as well as professional development and issues in the field.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC330
Writing for Digital Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
325
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
326
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN209
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN216
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN221
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
327
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN230
Self, Sex and Sin: Human Person in Christian and Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN237
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN240
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature.
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Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN243
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN245
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN257
Heaven, Hell, and the End of the World
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4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN261
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN275
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN276
330
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central element of this course will be a research project that studies the
methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and
shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN300
Religion and Vocation in the Public Sphere
4 Semester Credits
This course will provide an introduction to the way religious and/or humanist commitments shape individuals and
communities, and help them understand who they are and how they live in relation to the world around them. It will use
the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these
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commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism,
Christianity, Islam, Hinduism, and Buddhism.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status)
RLN301
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN302
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN303
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN304
Contextual Learning in Ministry
3 Semester Credits
This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year
pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a
week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304
each semester during their second and third year. Their responsibilities in their contextual learning sites will change
each semester, therefore their reflection and subsequent learning will also change each semester.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Approved internship registration form)
RLN319
Religion at the Movies
4 Semester Credits
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Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN330
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN331
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN333
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN336
Latin American Liberation Theologies and Social Change
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
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Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN340
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN342
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
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Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN374
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined
with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: None
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Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN402
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN405
Christensen Scholar Seminar I
336
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN409
Topics
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4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN441
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
SCI – Science
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
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SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week.
Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
339
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour
of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
340
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
341
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Love, Intimacy, and Sexuality
4 Semester Credits
Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what
happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional
intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and
sexual identities?
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
342
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
343
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Sociology)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC380
Disaster and Resilience
4 Semester Credits
344
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
345
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Sociology)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
346
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Sociology)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA114
Spanish for Ministry I
4 Semester Credits
If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive
Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to
church and public theology settings, such as migrant ministries.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
347
Prerequisite(s): None
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
348
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
349
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
350
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
351
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
352
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
353
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
354
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
355
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
356
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
357
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
358
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
359
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
360
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
361
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
362
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been
admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field
Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open
only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
363
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
364
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
365
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
366
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK518
Foundation of Addictions
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
367
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
368
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
369
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
370
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
371
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool
at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
372
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice (MCMP) Policy
3 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
373
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
374
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
375
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
376
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP152
Theater Practicum: Costume Running Crew
377
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
378
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
379
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes
lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
380
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques,
and fabric types, as well as introductory techniques in stage makeup application and design.
381
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR294
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
382
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
383
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to
the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR367
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
384
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
385
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
386
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
387
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit
training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This
course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength
workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
388
Prerequisite(s): None
WEL110
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
389
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
390
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety
procedures, and conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles
and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
This course provides an overview of the various traditions of movement within dance. Students will participate in basic
skills and express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
391
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning
through advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for
singles and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will
learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and
technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
392
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL170
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
393
WEL204
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an
advanced pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
394
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
395
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
396
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
397
WST366
Latin American Liberation Theologies and Social Change
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
398
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
399
Show less
Introduction
Undergraduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for... Show more
Introduction
Undergraduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2020 - Summer Semester 2021. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged
to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2020
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a
map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe
you will find it not only tells you about the character and essence of our institution, but also about our mission of
service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is
located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a setting
that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents
and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that
transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a
global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the
core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, PhD
President
2
About Augsburg University
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to
become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society – their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester, Minnesota are
extended campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and
St. Paul, as well as Minneapolis-St Paul International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Established a Direction
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August Weenaas was Augsburg’s first president (1869-76). Professor Weenaas recruited two teachers from Norway:
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological
study.
In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is also
practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 150 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (193862). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-80), Augsburg became a vital and integral part of the city of
Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity
for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen Residence Hall, Urness
Tower, Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college next (1980-97). He guided Augsburg’s commitment to liberal arts education, spiritual
growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as
extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate
degree programs, hosting national and international figures at college-sponsored forums and events, increasing
accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the James G.
Lindell Library.
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William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its
identity as a college of the city, providing an education grounded in vocational calling that provides students both the
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages—
in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1,
2017.
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Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about
graduate programs, visit augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, Minnesota, and international locations around the world.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both
internally and externally. These centers are:
Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the
educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either
on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity
for students who want to earn a bachelor’s degree through courses that meet during the day. Students in the day
program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC is a fivecollege consortium that allows day program students to take courses on other campuses without additional charge
while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University,
Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities
section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s
degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult
students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare
for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies.
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Minneapolis – Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently,
in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom
instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not
all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester – Adult Undergraduate Program
Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the institution’s
mission and its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site classrooms
and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks south of the
heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE,
Rochester, MN, 55904.
In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate program.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making
them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are
delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience
of online learning. There are eight majors offered in Rochester, some of which must be completed by taking courses at
the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students
may work on a variety of other majors through a combination of Rochester- and Minneapolis-based evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information about
the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
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intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees)
Council on Social Work Education (CSWE) (Bachelor, Master level degrees)
National Association of Schools of Music (NASM)
Augsburg’s programs are approved by:
American Chemical Society (ACS)
Accreditation Council for Business Schools and Programs (ACBSP)
American Music Therapy Association (AMTA)
Minnesota Board of Teaching
Augsburg University is an institutional member of:
American Association of Colleges and Universities (AAC&U)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
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Policies
Non-Discrimination Policy
Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief,
national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial
status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admission
policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those
instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg
University is committed to providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents on October, 2014)
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205F| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
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Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at http://www.augsburg.edu/dps/crime-alerts-and-logs/. For a
printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action,
grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided e-mail account is the official means of communication with students, faculty, and staff of Augsburg
University. Students, faculty, and staff are responsible for all information sent to them via the university-provided e-mail
account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward
their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account.
Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail.
Resident day program students will be assigned a campus mailbox; commuter day program students may request a
campus mail box. Students should check their campus mailbox regularly.
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Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is
based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:30
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee.
Transcripts
An official transcript from the high school is required of first-year applicants. First-year applicants who are still high
school students at the time of application should have their most recent transcript sent, followed by a final and
official transcript upon graduation. If the student has taken college courses, including while in high school, an official
transcript from each institution should also be sent prior to registration and orientation. General Education
Development (GED) scores may be presented instead of the high school transcript.
Test Scores
Beginning fall 2019, submission of ACT or SAT test scores for admission is optional for incoming undergraduate (firstyear and transfer) student applications, except in specific circumstances like GED students, homeschooled students,
and students with narrative transcripts. For more information please refer to Augsburg’s Admission Application
Requirements.
Recommendations
One letter of academic recommendation (optional). A letter may be submitted by a teacher and/or counselor.
Essay
First-year applicants are required to provide written responses to the essay question(s) listed on the application.
Additional Information
If there is additional information that may have affected the applicant’s previous academic performance, it may be
included within the application and discussed individually with an admission counselor. On occasion, the Admission
Committee may defer a decision on a candidate’s admission until additional information has been received. For
example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
Notification of an Admission Decision
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Admission decisions are made on a rolling basis. Applicants are notified of the admission decision usually within
three weeks after the application file is complete and has been evaluated by the Admission Committee. Notification
of admission status for completed applications begins in October.
Confirmation of Admission
Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
Students should complete the application for admission, including the essay question(s), and submit them to the
Admission Office. Students may apply online for with no application fee at augsburg.edu/transfer or
commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Recommendations
One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic recommendations
may be required by the Admission Committee before an admission decision is made. On occasion, the Admission
Committee may also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Admission Office will inform the candidate.
Notification of Admission Decision
Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are
required to meet the following requirements for admission consideration for any Adult Undergraduate program:
Have a minimum of 12 transferable credits and
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Are applying to one of the 11 eligible Adult Undergraduate majors and
Students must meet one of the following requirements:
o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or more
transferable credits
o Have 3+ years full-time work experience since high school graduation
o Have 3+ years of significant family care commitment since high school graduation
o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation
o Have military service since high school graduation
o 24 years or older at the date of matriculation
AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence
life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students
enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg University
advisor when considering the Adult Undergraduate program.
Application for Admission
Students should complete the application for admission and submit it to the Admission Office. Students may apply
online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the
Admission Office. An official high school transcript and/or official GED test scores may be required upon request.
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the
issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the
in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts
will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner
will result in a registration hold.
Notification of Admission Decision
Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester
students who have not registered for courses at Augsburg University for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
To apply for readmission after withdrawing from the university, students must submit an Application for Readmission.
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be
received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or
graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit
the replacement official transcript in a timely manner will result in a registration hold.
All financial holds must be cleared before a student can be approved for readmission.
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If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below
2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing
Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available
basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree
seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the
Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts.
Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major, and
completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous
degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United
States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, and the Campus
Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2020-2021
Semester
Year
$19,647.50
$355.00
$1,228 per credit
$39,295.00
$710.00
$4,912 per 4 credits
$1,228 per credit
$190.00 per term
$4,912 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2020-2021
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans.
Adult Undergraduate Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through a
different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Adult Undergraduate - Minneapolis
Adult Undergraduate - Rochester
$426.00 per credit
$426.00 per credit
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$1,704.00 per 4.0 credits
$1,704.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees
and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid
programs.
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The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find
information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell
Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial
Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children,
and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
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Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The
purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to
curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
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students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
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Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
7.
Unsubsidized Direct Loan
Subsidized Direct Loan
Federal Perkins Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If
a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your
financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that
all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued.
If your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
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Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
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The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade
point average. Residence Life staff are professional and student team members available to support students in their
academic and co-curricular experiences. Through their efforts residential community members become acquainted with
life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the
lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps
students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
Residence Life and Dining contract: http://www.augsburg.edu/reslife/housing/
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks, and
dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students may
also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the
gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose
athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance
and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new
students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University.
It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
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Student organizations provide students the opportunity to become involved in various interests, passions, and activities
at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an
organization around a common purpose while making an impact on both the Augsburg and greater community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to
gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship
opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater
communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program.
Orientation Leader Training is designed to grow the existing awareness, knowledge, and skills of student leaders so that
they may successfully create welcoming and inclusive environments for incoming first-year and transfer students by
learning to work across social identities and backgrounds while implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the
transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about University
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about University resources and services, hear about academic
programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a
university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry
staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, vocational discernment or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily weekday worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats,
peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are examples of the
wide variety of activities on campus.
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Community Engagement
The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed
citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:
Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that
graduates are architects of change and pioneers in work of public significance.
Foster connections with local community based organizations and position Augsburg as an anchor institution in the
Twin Cities.
Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible
contributions to the common good, not simply to private benefit.
LEAD Fellows
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called LEAD
Fellows (Leaders for Equity, Action, and Democracy). Through the LEAD program, students develop deep community
relationships and engage in long-term policy advocacy throughout their time at Augsburg. Those selected to be LEAD
Fellows are students with diverse ethnic and geographical backgrounds and experience in community and public work.
Through placements with partner nonprofit organizations and community programs, students work an average of 220
hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a
low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their
work-study placements, students participate in civic engagement efforts on and off campus.
Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and
leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the
university’s culture of community and civic engagement.
Campus Kitchen
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
Food to Share
o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg
students in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer:
11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market
doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people
can become members of and get a large box of produce each week.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger
and poverty, and cooking and gardening classes in the community and weekly on campus.
Public Achievement
The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by
learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school
setting, young people form teams to take action on a public problem that is important to them (for example, driving out
gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to
develop an action plan. Through practice and reflection, the team members develop public skills and confidence.
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Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines. Examples of
community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring
programs, and literacy centers.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many
other ensembles are available to cover the entire range of musical styles and previous musical experience. Students
stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend
a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of
curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the
Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA+
Student Services, University Events, Center for Global Education and Experience, International Student and Scholar
Services, the Copy Center, Shipping and Receiving, A’viands Food Services, and Mail Services.
The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and
houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this
area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student
Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of
Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and four video conferencing-enabled classrooms. The
circulation desk in Lindell Library has 40 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for
Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each
student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services
office plays an essential role in students’ overall education and includes a comprehensive resource center that
emphasizes the importance and value for all students to engage in internships, career development, and the exploration
of vocation throughout their university years.
We help students and alumni:
Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship learning opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
Internships for Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the
student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their experience.
Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A
two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total
hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12
hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may
count toward the total credits required for the degree. Upper division internships completed off-campus for
credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically
part-time during the academic year and/or full-time during the summer, but may have flexible start dates
and schedules. Students choosing to complete this option will register the internship during the term in
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which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and
reflect on their experience. Staff of Career and Internship Services supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history
to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students
choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in
which they intend to complete their project and reflection work. This option requires students to write
learning outcome goals that integrate their on-the-job experience with classroom learning and complete
reflection assignments describing an academic and work connection. Staff of Career and Internship Services
supervises and evaluates the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in
identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers
academic progress questions, and provides comprehensive academic support (e.g., training in time management, notetaking, reading, testing, motivation/procrastination, problem solving, troubleshooting).
Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year,
students declare their major and are assigned to a faculty advisor in their major department, developing the facultystudent mentoring relationship.
While all students are required to meet with their faculty advisor(s) each term prior to registration, students are
encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must
declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and
Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is
submitted.
Auggie Achievers Program
Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in
one of several courses designed to develop and enhance important study habits and life skills needed to aid in academic
success. In addition, the program helps students transition to college through one-on-one meetings with their academic
advisor.
Tutoring/Supplemental Instruction Services
Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental
instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to
complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an e-mail as soon as
a tutor is available.
Satisfactory Academic Progress Probation
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on Probation
or Suspension. Students on Probation are required to meet with their academic advisor and complete all necessary
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requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is placed on
the student’s record, which will prevent registration until the necessary Probation requirements have been completed.
Students who do not complete the requirements as needed, may be suspended. For more information see the
Satisfactory Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain equal access
to Augsburg’s programs and services. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and
challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as provide appropriate documentation of their disability. CLASS also
provides informal screenings for students who suspect they may have a learning-related disability. These screenings are
meant only to help students determine whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053 or email class@augsburg.edu.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic
standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic
standing, and graduate within six years. The program serves students who are low-income, first-generation college
students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation
necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent
residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in
college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff
advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic degree planning, including registration planning each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at
612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the US Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who
are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a
permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major
component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty
mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies.
Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
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Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a
housing stipend.
Academic year research
$1,000 to pursue scholarship with a faculty mentor
Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with
students to craft and submit high-quality applications for research experiences across the U.S. and some outside the
U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
GRE Exam preparation course offered each summer at low cost
Other Initiatives
Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
Fund student travel to national academic conferences to present research findings.
Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges,
Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are
called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
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students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best
live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation
central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as
through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures.
The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith
engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of
diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our
differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center
for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other
schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens,
thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core
elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven
pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery
focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access to
campus support services in order to ensure their educational success. Participation in StepUP offers students leadership
opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through
leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a
community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that
students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
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Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Latinx Student Services
Mission
The mission of Latinx Student Services (LSS) is to provide services, programs and resources that empower Latinx
students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the
advancement of their communities. LSS also holds and manages the HOLA scholarship, a retention scholarship for Latinx
students at Augsburg.
Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and
find pride in their self-identified identities, affinities, and culture.
History
Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the
office of Hispano/Latino Student Services was re-branded in 2017 under the Latinx Student Services (LSS) name in
recognition of the changing demographics and needs of current Latinx students at Augsburg University.
During the 2017-18 academic year, LSS has served 244 self-identified Latinx students who represent intersecting
identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious
affiliation, class, and immigration statuses.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to
enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities
where Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the admission and financial aid application process, orientation, registration and
coursework selection, career development, academic and non-academic pursuits, and employment and placement
referrals.
The Augsburg Asian Student Association and Hmong Women Together are affiliated with the program. The associations
organize various activities during the academic year to increase the network of friendship and support for Asians, other
students at Augsburg, and the surrounding community.
Pan-Afrikan Center
Pan-Afrikan Center at Augsburg University promotes programs that support the personal, social and academic success of
students of African descent. Our programs focus on exploring Black identity, education, advocacy, and community
building. We strive to develop leaders that will contribute to social progress, democracy, and create sustainable changes
in our communities.
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional, and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
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Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful
within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
A GPA of 2.5 or higher
Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world?
Assist in discerning vocation
Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA+ Student Services
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA+ Students Services provides student advocacy and educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Brave Space
Trainings; the LGBTQIA+ Student Leadership Retreat, Queering Career series; and the LGBTQIA+ Newsletter offer
learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the
department honors LGBTQIA+ and allied students, staff, and faculty each year during Lavender Celebration, where the
recipients of the LGBTQIA+ Student Leadership Awards, the Augsburg Pride Award, Karen Neitge Scholarship, and
LGBTQIA+ scholarship recipients are honored.
For more information, visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at
@augsburglgbtqia.
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety
of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike.
It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly
brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features
women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also
regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and
Straight in Unity. The WRC is also the home of the Student Feminist Collective.
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We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental
health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths
and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase
awareness of values and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and consultations in the case
of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CWC also offers health promotion activities and events to increase student awareness of health issues and support
students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an
annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues
and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the
program. Health promotion also works with various campus organizations and student groups to foster positive change
within the campus environment.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international students
and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness
and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with University Fairview Physicians –
Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through
the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a
variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
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the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their immigration status while completing their academic programs.
Examples of ISSS responsibilities include:
Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and
global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or
away in every student’s degree program.
Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs
challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.”
In addition to the following programs, students have over 200 programs in over 60 countries, including the United
States, from which to choose in order to meet their curricular and personal needs. CGEE is the front door for students
and faculty interested in study abroad and away, and provides advising on program options, finances, and academics.
Services provided through CGEE:
Study abroad and away program selection advising
Financial and academic advising
Pre-departure and re-entry support, including career integration
Program coordination for semester and short-term programs
Faculty resources to globalize courses at home and abroad
In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and
depth of global and experiential education within the curriculum, in our campus life and to engage the community
surrounding the campuses in the Twin Cities and Rochester, across the United States, and the world.
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to
examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry
in England, or gain fluency in a foreign language in many countries around the world.
Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg shortterm faculty-led, Augsburg in Central America, Mexico, and Southern Africa, and Exchange programs), students can
choose from Augsburg Affiliate Programs.
Attend a virtual information session to learn how you can study abroad or study away in the USA.:
studyabroad.augsburg.edu.
Augsburg in Central America, Mexico and Southern Africa
The purpose of Augsburg’s CGEE programs in Central America, Mexico and Southern Africa is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience three distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, and living several weeks with host families in urban settings. In the Southern
Africa programs, students travel together on two-week seminars—Namibia to South Africa. Scholarships are available.
Augsburg in Central America
Social Change in Central America: Peace, Justice, and Community Engagement (Guatemala, Cuba, and Costa Rica) – Fall
or Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative
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and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families,
urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign
policy, gender, and economic and social justice. Students spend the first eight weeks of the program in Guatemala,
travel to Havana, Cuba for a two-week seminar, and spend the final six weeks in Costa Rica. See a full program
description on the CGEE website.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can
take one course per session, and take up to five courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to
advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are
available in a number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights. See a full program description on the CGEE website.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish
and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context.
Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican
Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences. See a
full program description on the CGEE website.
Liberal Arts, Language, and Social Change – Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various
Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and
professional pursuits. This is an excellent program for those who also need to meet General Education Requirements.
Students can satisfy general education requirements in Natural Sciences (with a lab), Fine Arts, Social Science,
Humanities, Recreational Wellness, and Language. There are also internships and independent study options available.
See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options. See a
full program description on the CGEE website.
Communication and Media Studies: Migration & Social Change in Mexico — Fall
The mission of this program is to develop socially-conscious media professionals equipped for the challenges of modernday media, including responsible journalism on critical issues such as (im)migration and the environment. Through
hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant returnees from
the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants will engage deeply
with critical issues facing the U.S. and Mexico and will learn to look through the intersectional lenses of people from
diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies, and Film. Practica and
internships are also available, as well as courses fulfilling general education requirements. See a full program description
on the CGEE website.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and
MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program description on
the CGEE website.
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Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester. See a full program description on the CGEE website.
Augsburg in Southern Africa
Nation-Building and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. The program includes seminars in Johannesburg, Eastern Cape, and Cape Town, South Africa.
Available courses are: HIS 327, POL 353, RLN376, ENV 100 and INS 312/POL 354. Internships are also available in eight
different departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the
CGEE website.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to students. Currently, Augsburg has active exchanges in the United Kingdom,
China, Greece, Hong Kong, Japan, Lebanon, Norway, and South Korea. Diverse disciplines are available and all
coursework is in English, with the opportunity to study the host country language. Travel grants are available for these
programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or
elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight
days to five weeks and offerings change annually. Scholarships are available for some programs.
Augsburg Affiliate Programs
The Center for Global Education & Experience maintains a robust portfolio of affiliate programs to enhance the offcampus offerings available to Augsburg students. These programs allow Augsburg students to study in disciplines and
locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs. A limited number of spaces
are available on these programs. Therefore, we ask students to also choose an alternate program from the Augsburg
CGEE and Exchange program portfolio.
Application Process
In order to Study Abroad or Away, students should follow these steps:
Attend an information session (in person or online).
Research programs .
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Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general requirements.
Talk with Student Financial Services staff about payment options. Talk with family members and other staff on
campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline.
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the
affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines and
eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and
study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process
includes a required Course Equivalency Form, where students list the courses they want to take on their program and
obtain approvals by faculty advisor(s), a Registrar’s Office representative, department chairs or other assigned faculty to
meet the course equivalencies.
Credits, Grades and Residency
Students studying off-campus for a semester/year must take a full load of credits.
Students must take courses with traditional A-F grading (P/LP/N is not permitted).
Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus
are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away:
Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher
GPA.
Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term,
faculty-led programs may allow participation as a first-year if the student receives approval from the faculty-leader
and if space allows.
Transfer students must complete one semester at Augsburg before studying off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to an off-campus study program may be withdrawn from the program. In that case, the student is
responsible for all non-recoverable program costs incurred.
Students must resolve any outstanding balances on student accounts before studying off campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs
on a first come, first served basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program
fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular
financial aid to their off-campus study program costs.
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Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals,
excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other expenses
are not included in the price of semester programs. To assist students with good financial planning, the Study Abroad
and Away team partners with Student Financial Services to create a cost estimate for each student considering a
semester, academic year, or long summer program. Cost estimates include both program fees billed to a student
account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can apply toward
the program costs. Students should talk to the Study Abroad and Away team about additional scholarships that are
available for semester and academic year programs.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and
other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on Augsburg
programs but only once for an Affiliate program. Be aware that certain restrictions apply.
The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation,
and interpretation/translation services. However, students on winter and spring-break programs pay no additional
tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges.
Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the additional
cost of these programs.
Students are required to attend the information session and read the advising handbook for any updates to scholarships
and financial aid policies.
Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience
after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and
charged to the student account. Depending on when the notification of withdrawal is received, students may owe only
the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the program fee.
Students are also subject to the cancellation and refund policies of their affiliate program provider, if applicable.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
CGEE Travel Grant. Augsburg students automatically receive a $1,500 CGEE Travel Grant on our Semester programs
at our sites in Central America, Mexico and Namibia/Southern Africa, or a $1,000 CGEE Travel Grant on our
exchange semester programs.
The CGEE Inclusion & Access Scholarships are for students who have not traditionally been represented in study
abroad, specifically students of color, students with disabilities, LGBTQIA students, veterans, first generation
students, and those with financial need. Awards up to $2,000.
Summer Discount: Students who participate in one or more sessions in Mexico will receive a $400 discount per
course/session.
Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided
directly through our affiliate partner programs.
Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to
assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students
are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as program
selection. Some accommodations cannot be effectively arranged if requested on short notice.
In addition, students should be prepared for the fact that disability is culturally defined differently around the world.
Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities.
However, providing access by US standards can present unique challenges in international settings. The expectation on
the part of US students and US institutions is that reasonable accommodations will be made. Depending on the country
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and culture, there may be different ways to define accessibility and different expectations in terms of accommodations
that can or should be made. To start exploring accommodations for off-campus study, Schedule an Appointment with
CLASS.
Continuing Education Program
The mission of Augsburg University continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit
programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Maheen Zaman, Honors Program Director, at zamanm@augsburg.edu.
Also see the Honors Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students
may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC
courses or complete ACTC majors under the terms of the ACTC consortium agreements.
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Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban
Studies sections of the departmental pages of this catalog.)
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air
Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the
United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of
four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force
Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership
Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication,
develop physical fitness, and practice military customs and courtesies). College students enrolled in the
AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree
requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on
the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, visit the University of Minnesota Army ROTC website.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method
of registration, although registration can be processed through the Registrar’s Office with a Registration Form in
instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As
some courses are offered only in alternate years, students should also consult with departmental advisors when
planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as
an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will
receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of
offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing
immunization forms, unmet financial aid requirements, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were
dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible
credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the
course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who
believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036
or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the
correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time
students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in
the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining
the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a
tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen Center
website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
Students must register the internship for the academic term that coincides with the internship experience.
Students fill out the online Site Agreement Form on the Strommen Center website under the Internships &
Augsburg Experience section.
Obtain the Internship Registration form (paper form) from the Strommen Center website under the Internships
& Augsburg Experience section and obtain the required signatures.
o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship
based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship information
and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or
department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY courses.
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ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the
joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay
their program's graduate rate for those courses.
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass
grading system.
Explanation of grades:
Grade
A
AB+
Grade Points
4.00
3.67
3.33
B
3.00
BC+
2.67
2.33
C
2.00
Description
Excellent
Undergraduate: Good
Graduate: Satisfactory
Undergraduate: Satisfactory
Graduate: Unsatisfactory
C1.67
D+
1.33
D
1.00
Poor
D0.67
F
0.00
Failure
P
0.00
Pass*
LP
0.00
Low Pass**
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for
graduate courses.
**The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate
courses.
Pass/Low Pass/No Pass Grades
Students who choose the P/LP/N option are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of
at least a D-.
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Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each
as a C.
The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester
credits.
Students may apply no more than eight semester credits with P or LP grades toward a major and no more than four
semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded
only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate
they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by the
deadline published in the Academic Calendar. Course instructors will not be notified of the request. The Registrar's
Office will manually change the earned letter grade to P, LP or N after final grades are posted.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the
family, military commitment).
Faculty must submit the grade that the student has earned at the end of the semester, even if the student has requested
an incomplete. Once an Application for Incomplete Grade has been received and approved by the Registrar’s Office, the
grade will automatically be replaced with an I grade. At the end of the time allotted for the incomplete, which is
determined by the faculty member in consultation with the student but must not exceed the time period described
below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student earned. If no grade is
sent by the incomplete deadline, the I grade will be converted to the previously entered grade.
To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or
more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's discretion.
If granted, the deadline for completion of the work is no more than eight weeks after the last day of classes in the
session in which the course is offered. The instructor may extend the due date beyond the eight weeks if the student
requests an extension and special circumstances warrant the extension.
The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email
approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve a
longer extension.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact
the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made
for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a
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course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record.
A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than
one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will
not receive financial aid for a course that has been previously passed twice.
If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for
graduation purposes. All attempts will, however, remain on the student’s transcript.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a
course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit.
Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
LP
Low Pass, D-, D, or D+ achievement (undergraduate courses only)
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not
be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting Office of Academic Affairs.
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Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Withdrawal from University
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from University form. The
deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any
consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to
the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows continued
access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent
semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll.
The deadline to file a Leave of Absence form is the end of the drop/add period at the start of each semester.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and
AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be
deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This
shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active
duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties
and aid in this process.
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Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial
Services, and Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the deadline
being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week
during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Active Students (Registered, Leave of Absence, Term Off)
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers)
may elect to satisfy the general education and departmental requirements outlined in the catalog in effect
during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active
student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect at
the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or
better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place or by
petition.
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Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in
collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated
on an individual basis.
The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s
major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg.
(Refer to the Graduation section of the catalog.)
Transferred coursework with the Augsburg equivalents and evaluator comments are captured on the Transfer Credit
Evaluation found in Records and Registration. Credits accepted in transfer are reported on the student’s transcript.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s
cumulative grade point average.
Students should consult with their academic and faculty advisors and the Registrar’s Office before taking courses at
other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources
about transferring credit are available on the Registrar’s Office website.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100).
Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will
satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course
(RLN 100), and will waive one of two Health and Wellness requirements.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of both Health and Wellness requirements
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
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Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may
be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college.
The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous
learning, other than that which is transferred from another accredited institution, may be presented for examination for
possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above
the American Council on Education’s recommended score on an approved examination may receive academic credit for
that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
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Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used
when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the
credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment
processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit
granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o Students may apply no more than eight semester credits with P grades toward a major and no more than four
semester credits with a P grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined
those limitations along with their major and minor requirements in the catalog.
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2. Completion of a Major—Requirements for each major are listed under the departmental headings.
3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the
Augsburg Curriculum section.
4. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic
programs require a higher grade point average or a specific minimum grade in each course. See the departmental
section for details about the grade and grade point average for individual majors and minors.
5. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
Transfer courses count against the senior residence requirement. Therefore, students are encouraged to
complete transfer work prior to the final 32 credits for the degree.
Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to file an Intent to Graduate application within the last 12 months of their program to confirm remaining graduation
requirements. Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic
Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program
planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See
individual department and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
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Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following
standards could result in suspension from the university.
Requirements
At the end of each fall, spring, and summer semester, the university will review the academic progress of all
undergraduate students registered for that semester.
In order to remain in good academic and financial aid standing, you are (1) required to maintain an overall Augsburg
GPA of 2.00 and complete at least 66.67% of the credits you have attempted (i.e. registered for) or (2) required to
complete and follow a SAP plan (if you are on probation). SAP assistance, plan requirements, and deadlines can be found
here: https://www.augsburg.edu/advising/majors/probation-advising/.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits as
defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat Courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student
will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards and appropriate notation will be placed on the permanent transcript.
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Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the
permanent transcript. Students are required to complete and follow a SAP plan (augsburg.edu/advising).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next semester attempted, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning.
If cumulative standards are not met, the student’s semester term GPA and semester term completion rate will be
evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term completion rate and completing all other
Probation requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic
Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the permanent
transcript. Students are required to complete and follow a SAP plan of assistance
(augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do not
follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation
of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the
Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the
Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year
(including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application
for readmission. Recommendations on how to be successful in the readmission process may be outlined in the
suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than
66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn less
than a 1.00 GPA during their first term at Augsburg will be suspended.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during
the term. Students can qualify for the Dean’s List in two ways:
Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered.
The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown
newspapers.
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Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they
live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum
introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism,
Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments
in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to
cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of
healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing
claims
construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements include a liberal arts foundation, signature courses and
experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
Mathematics
Writing
Language Placement
and, if applicable, English Language Learning
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First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required
developmental and writing courses by the end of their third term. The developmental courses subject to this policy are:
ENL 101
ENL 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.)
In some cases, students who have transferred a mathematics course taken at another college may have their MPG
determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by
Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice
questions and other information are available on the Academic Advising website -- students are encouraged to study for
the exam. Students may retake the Math Placement Test once during their first term of enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation
for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103: Prealgebra to
advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must
take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s
MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer
an equivalent English composition course from another institution or Advanced Placement English Language and
Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that
sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by
Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take
Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take
Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL 101)
with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their
exploration of modern language at the level identified by the placement test. This online placement is administered by
Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those
specific languages. Students speaking other languages can take a test through Language Testing International and
receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for classes
taught in English and may need to complete an English Language Learning course(s). This placement is administered by
Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing II, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into
the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and
sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness
course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered
through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness
Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this
requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
Liberal Arts Foundation
Signature Curriculum
Skills Development
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The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis
introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural
engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender,
Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100 and 200) courses do not count as humanities Liberal Arts Foundation
requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement,
that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning
of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many
Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate courses
outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty advisors.
Majors and Areas of Emphasis
Accounting
American Indian Studies
Art and Design
Art History
Studio Art
Graphic Design
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Studies
Computer Science (BA or BS)
Computational Philosophy (BA)
Economics
Applied Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure
major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
K-12 English as a Second Language
Special Education: Academic Behavioral
Strategist
Secondary (non-major, licensure only)
English
Communication Arts/Literature (teacher
licensure major)
Creative Writing
Literature, Language, and Theory
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies
Cross-Cultural Studies
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Music
Music (BA)
Music Business (BA)
Music Education (BM)
Music Education (Community-Based) (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Promotional Communication
Game Design
Web Design
Nursing (BS - offered through AU only)
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
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Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy and Political Change
Psychology
Psychology and Law
Clinical Psychology
Social Psychology
Religion
Theology and Public Leadership
Social Work (BS)
Sociology
Student-Designed Major
Theater
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Urban Studies
Minors
Accounting
American Indian Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Culture and Social Justice
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Music Business
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the
design without affecting the student’s proposed completion date. The deadline for initial submission of the program
design to AAC is the first term in which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
A statement of learning goals and objectives
A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with an academic major. Proposals must include research describing comparable programs of
study at a minimum of three other academic institutions. In addition, students should consult with the Clair &
Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The
proposal should provide information showing how the Augsburg Core Curriculum requirements (including
graduation skills) are to be fulfilled.
A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so
that the student is making progress towards the degree. Students should know that registration for ACTC courses can
be limited and are advised to submit registration materials at the earliest possible time.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of
American Law Schools. Pre-law students major in disciplines of their own choosing; most law school
entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law
School Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and
support, including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider
teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that
support their teaching. They are actively involved in an exciting faculty development program that introduces them to
current thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,”
and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits
per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 19 credits per semester.
Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
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Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if
they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by 26 departments that are grouped into three divisions for administrative and
instructional purposes:
Fine Arts and Humanities
American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, university librarians.
Natural and Social Sciences
Biology, Chemistry, Economics, Mathematics, Statistics, and Computer Science, Physics, Political Science, Psychology,
Sociology.
Professional Studies
Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian Studies
American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of
North America. Students will be provided with a multidisciplinary understanding of the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Vinodh Kutty, Jennifer Simon
Degree and Major Requirements
American Indian Studies Major
Nine courses, including:
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
One of ENL 255 or AIS 264
o ENL 255 - American Indian Literature
o AIS 264 - American Indians in the Cinema
HIS 236 - American Indian History
RLN 370 - American Indian Spirituality and Philosophical Thought
Four elective courses, of which at least three must be upper division, chosen from the following:
o AIS 208 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 264 - American Indian in the Cinema
o AIS 299 - Directed Study
o AIS 304 - Engaging Native Communities
o AIS 305 - Indigenous Issues of the Americas
o AIS 320 - American Indian Women
o AIS 332 - Native American Storytelling
o AIS 364 - Indigenous Filmmakers
o AIS 396 - Internship
o AIS 399 - Internship
o AIS 405 - Indigenous Activism and Resistance in the Americas
o AIS 408 - Native American Women and Film
o AIS 490 - Indigenous Issues of the Americas
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o ENL 255 - American Indian Literature
o ENL 355 - Themes in American Indian Literature
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
*AIS Majors may complete the Keystone requirement by taking AIS 490 (travel seminar), AIS 405, KEY 490 or another
approved keystone course.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163,
MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a
major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for
community engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 15-20 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Coordinator
Jenny Moeller: Administrative Assistant
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student
supply kit fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and are met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
GST 200, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
ART 102 - Design
ART 107 – Drawing
ART 240 - Art History Survey
One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
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Five additional studio arts courses
Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
ART 102 - Design
ART 107 – Drawing
ART 240 - Art History Survey
One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
One course in graphic arts from:
o ART 132 - Photography I
o ART 223 - Print Making I
One course in fibers: ART 280 - Hand Papermaking and Book Arts I
One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 – Typography
Two second-level courses in two different disciplines
Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
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Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public
presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in
the spring semester.
Graphic Design Major
All of the following skill and workshop courses:
o ART 124 - Graphic Design Production: InDesign
o ART 125 - Graphic Design Production: Illustrator
o ART 126 - Graphic Design Production: Photoshop
o ART 127 - Graphic Design Production: HTML/CSS
o ART 226 - Artist Workshop
All of the following core courses:
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 240 - Art History Survey
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
o ART 425 - Advanced Design Studio IV
One of the following courses in drawing:
o ART 107 - Drawing
o ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
o ART 105 - Introduction to Architectural Drawing
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
One elective ART course (4 credits):
o Any other ART course not listed above
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History Major
Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
Two studio courses:
o ART 102 - Design or ART 107 - Drawing
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o ART 118 - Painting I or ART 221 - Sculpture I
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
ART 243 - History of Architecture to 1750
ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
The following skill courses:
ART 124 - Graphic Design Production: InDesign
ART 125 - Graphic Design Production: Illustrator
ART 126 - Graphic Design Production: Photoshop
ART 127 - Graphic Design Production: HTML/CSS
The following core courses:
ART 107 - Drawing or ART 122 - Plein Air Sketching I
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 315 - Graphic Systems
ART 324 - Design Studio I
Studio Art Minor
Five courses including:
ART 107 – Drawing
ART 240 – Art History Survey
Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
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Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the
underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves
as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Dale Pederson,
Emily Schilling, Jason Tan, Leon Van Eck, Joan Kunz (Chair), Benjamin Binder, Amanda Case, Vivian Feng, Michael
Wentzel.
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
BIO 151 and 151L - Introductory Biology
BIO 253 and 253L - Introductory Cellular Biology
BIO/CHM 369 and 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and 115L - General Chemistry I and Lab
CHM 116 and 116L - General Chemistry II and Lab
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L - Calculus I
One of MAT 146 or MAT 245
o MAT 146 and 146L - Calculus II
o MAT 245 - Calculus III
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 255 and 255L - Genetics
o BIO 361 and 361L - Plant Biology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
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o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 486 and 486L - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
outcomes; (3) name and signature (with date) of your faculty advisor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
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registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
process requires a public presentation of your research and a oral discussion of your project with the Honors Faculty
committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of grade of C- in all courses that are prerequisite
for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied
with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper
division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry
courses applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dale Pederson, and Kelsey RichardsonBlackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student
research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty advisor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Dale Pederson,
Emily Schilling, Jason Tan, Leon Van Eck
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the
Academic Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
One of PHY 107, PHY 116, or PHY 121
o PHY 107 and 107L - College Physics I
o PHY 116 and 116L - Introduction to Physics
o PHY 121 and 121L - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of MAT 145, MAT 163, MAT 164, or PSY 215
o MAT 145 and 145L - Calculus I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
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o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 440, BIO 481, or ENV 320.
Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different
BIO485 courses in place of one upper division elective:
o BIO 351 and 351L - Invertebrate Zoology
o BIO 353 and 353L - Comparative Vertebrate Anatomy
o BIO 361 and 361L - Plant Biology
o BIO 369 and 369L - Biochemistry
o BIO 420 - Conservation Biology
o BIO 425 and 425L – Freshwater Ecology
o BIO 440 and 440L - Plant Physiology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 481 and 481L - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 and 486L - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 and 320L - Environmental Science
o PHY 317 and 317L - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2
semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician
Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and
Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult
with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
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Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
advisor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at
the time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. For
courses with a separately graded lab, students must earn an average of C- for both the lecture and lab with no less than
a D- grade in lab. A grade of C- or higher must be earned in all upper division biology courses applied toward meeting
the requirements of a major. All biology courses applied toward the major must be traditionally graded.
Students completing a biology major will be required to take the ETS Major Field Test in Biology during their final year of
the program. The exam will appear on the graduation checklist.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
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should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, Matt
Beckman, and Kelsey Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Student also participate in research off campus through
internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy
Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Henry
Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 253 and 253L - Introductory Cellular Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Abnormal Psychology
o Either PSY 299 or two semesters of PSY 360
PSY 299 - Directed Study (Research in Biopsychology)
PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 255 and 255L - Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
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o BIO 474 and 474L - Developmental Biology
o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for
all courses (200 level and above) applied to the major. At least two of the electives applied towards the major must be
upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Jeanne Boeh (Chair), George F. Dierberger, Jacob Enger, Cory Erickson, Kellie Groon, Marc D. Isaacson, Soebin Jang,
Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business
Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and
Marketing. There is also a combined Business and Economics major, which incorporates courses from both the
Departments of Business Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area or the chair.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is
recommended students start the process during their junior year. More information is available on the Departmental
Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information.
Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. The department
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offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair
for international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those
courses towards their undergraduate degree. Students must meet the following criteria:
Undergraduate business students in good academic standing with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA
courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course.
Undergraduate students considering whether to enroll in graduate coursework should be aware of the following
policies: No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a
minimum of 42 additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate
programs should seek advice from their program advisor and from the graduate program to which they plan to apply, to
ensure that the courses selected will count toward the appropriate programs (at Augsburg or elsewhere).
P/LP/N Grades
Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester
credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details
regarding P/LP/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
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o
o
o
o
MAT 114 – Precalculus
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 171 - Discrete Mathematics for Computing (MAT 171 is required for Management Information Systems
majors)
o MAT 173 - Mathematics of Finance
o MAT 273 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Introduction to Literary Study
o ENL 241 - Introduction to Cinema Art
o ENL 250 - American Voices
o ENL 251 - Introduction to African American Literature
o ENL 255 - American Indian Literature
o ENL 260 – Authors
o ENL 270 – Themes
o ENL 280 – Genres
o ENL 290 - Explorations in Language and Theory
o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
o HIS 103 - A Global History of Europe Since 1750
o HIS 282 - Women and Gender in U.S. History since 1848
Further explanation of the above:
The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding
MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of MIS 379 or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o FIN 331 - Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students
to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work
with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The
five required courses are intended to be completed during the last three years of school with the capstone class taken
during their senior year.
One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Individual Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Marc McIntosh
Minor in Accounting
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting
area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and
investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC250 - Accounting for Entrepreneurs
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Must take MAT 171 as math course
Required MIS Courses:
Seven courses including:
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science
MIS 375 - E-Commerce
MIS 479 - Business Analytics
One of MAT 163, MAT 164, or MIS 379
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 171, MAT 145, or MAT 122
o MAT 171 - Discrete Mathematics for Computing
o MAT 145 and 145L - Calculus I
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o MAT 122 - Calculus for Social and Behavioral Sciences
One of MIS 270 or CSC 352
o MIS 270 - Data Management for Business
o CSC 352 - Database Management and Design
Minor in MIS
Six courses including:
ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355 or MKT 357
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate outside study areas with the
sciences.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining the world around us. The presentation of major concepts underlying the changes in matter,
the opportunity to examine change in the physical world, and the reflection of the implications and limitations of
science in our society will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Jessica Allen, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R. Hanson, Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 369 and 369L - Biochemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 369 and CHM 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
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CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4-credits from:
o CHM 370 - Biochemistry II
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior
to graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
BS ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; 4 credits or summer of approved research;
participation in seminar.
Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Transfer Course Policy for Majors and Minors
Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the department, subject to review
by the chair. Only those chemistry courses successfully completed (C- or above) will be considered.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course.
A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
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Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film,
and New Media.
Prospective majors should meet with a program advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, Rebecca John, David
Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Wesley Ellenwood, Darcey Engen, Doug Green,
Rebecca John, Elise Marubbio, Jila Nikpay
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher
Houltberg, Rebecca John, Emily Lyman, Julie Longo
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
One of COM 111, COM 112, or COM 115
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
COM 120 - Mass Media and Popular Culture
One of COM 254 or COM 355
o COM 254 - Interpersonal Communication
o COM 355 - Small Group Communication
COM 280 - Introduction to Communication Studies
COM 281 - Research Methods
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 352 – Persuasion
COM 490 - Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (may not count the same course twice):
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 260 - Environmental Communication
o COM 299 - Directed Study
o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
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o COM 399 - Internship
o COM 405 - Nonverbal Communication
o COM 415 - Advanced Critical Media Studies
o COM 480 - Public Relations/Promotional Communication
o COM 495 - Communication Topics
o COM 499 - Independent Study
0 to 2 approved outside electives from another major, for example:
o ART 132 - Photography I
o ART 201 - Introduction to Graphic Design
o ART 215 - Introduction to Web Design
o BUS 242 - Principles of Management
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o FLM 399 – Internship
o MKT 252 – Marketing
o Another course approved by Communication Studies department
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements
in the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
COM 111 - Public Speaking
COM 280 - Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
o COM 120 - Mass Media and Popular Culture
o COM 243 - Studio Production
o COM 247 - Documentary History and Theory
o COM 254 - Interpersonal Communication
o COM 260 - Environmental Communication
o COM 281 - Research Methods
o COM 299 - Directed Study
o COM 321 - Business and Professional Speaking
o COM 345 - Organizational Communication
o COM 352 - Persuasion
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o
o
o
o
o
o
o
o
COM 355 - Small Group Communication
COM 399 - Internship
COM 405 - Nonverbal Communication
COM 415 - Advanced Critical Media Studies
COM 480 - Public Relations/Promotional Communication
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine Core Courses:
FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
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FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indian in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208/408 - Native American Women and Film
ART 240 - Art History Survey
ENL 221 - Intermediate Expository Writing About the Arts
ENL 228 - Broadcast and Online Journalism
ENL 229 - Screenwriting
ENL 240 - Introduction to Literary Study
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
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o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
o ART 102 - Design
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photography
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 221 - Intermediate Expository Writing about the Arts
o ENL 226 - Introduction to Creative Writing
o ENL 228 - Broadcast and Online Journalism
o ENL 229 - Screenwriting
o ENL 241 - Introduction to Cinema Art
o ENL 290 - Explorations in Language and Theory
o ENL 324 - Creative Non-Fiction
o ENL 371 - History of Cinema
o ENL 427 - Advanced Studies in Media, Ethics, and Theory
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 372 - Producing for Film and Television
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
o POL 495 - Impact of the Internet
o RLN 216 - Religion and Science in Popular Culture
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New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 480 - Public Relations/Promotional Communication
ENL 228 - Broadcast and Online Journalism
ENL 427 - Advanced Studies in Media, Ethics, and Theory
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Game Design
This concentration emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the New Media core and the following courses:
CSC 240 - Information Security and Assurance
CSC 250 - Game Programming on the Web
Two from the following:
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 495 - Mobile Applications
CSC 431 - Intro to AI Robotics
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
New Media Minor
Four core courses and 8 elective credits:
NMS 220 - Foundations of New Media
NMS 242/ENL 242 - Electronic Literature
COM 415 - Advanced Critical Media Studies
POL 371 - Topics: Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
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(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty advisor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164
or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
Four courses are required from the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 304 - Engaging Native Communities
AIS 332 - Native American Storytelling
ENL 355* - Themes in American Indian Literature
POL 122 - Social Justice in Urban America
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National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indians
AIS 264 - American Indian in the Cinema
AIS 320 - American Indian Women
AIS 332 - Native American Storytelling
ART 290/390 - Native American Art
ENL 250* - American Voices
ENL 251* - Introduction to African American Literature
ENL 255* - American Indian Literature
ENL 350* - Readings in African American Literature
ENL 365* - Contemporary Post-Colonial Fiction
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305/490† - Indigenous Issues of the Americas [Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Revolutions, Republics, and Resilience in Latin America
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/362 - Modern South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGE programs in Mexico, Namibia, and Guatemala can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education at one of their international locations, while others may be done through a study abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business
Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in
Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching
economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives (ECO399 may not be applied to this requirement)
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 – Introductory Statistics for STEM
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One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 and 145L - Calculus I
o MAT 146 and 146L - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of MIS 379, MAT 163, or MAT 164
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of FIN 331 or MIS 379
o FIN 331 - Financial Management
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o MIS 379 - Quantitative Methods for Business and Economics
One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement)
One four-credit upper division Business elective
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of:
MAT 163 - Introduction to Statistics
MAT 164 - Introduction to Statistics for STEM
MIS 379 - Quantitative Methods for Business and Economics
Recommended Courses:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for:
Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that
candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to
register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the Education
Department are available through the department website. Students complete a semester of full-time student teaching
at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching
semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for
licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the
new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
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who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply
through the Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Joseph Erickson (Chair), Jennifer Diaz, Sally Durand, Suzanne Gikas, Terrance Kwame-Ross, Audrey Lensmire, Rachel
Lloyd, Jason Lukasik, Joaquin Munoz, Barbara West
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill
liberal arts requirements:
ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite.
MAT 137 - Mathematics for Elementary Teachers I (fall)
MAT 138 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
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Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 336 - Advanced Literacy Methods**
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching
can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
EDC 481 - Student Teaching: Initial License (12-14 weeks)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Endorsement
Social Studies (5-8th grade)
POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty? 19th Century U.S. History
o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S.
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ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Endorsement
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
General Science (5-8th grade)
BIO 102 - The Biological World
BIO 121 - Human Biology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening* framework during the academic year and summer
semester to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing II
Modern language prerequisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 410 - Learners with Special Needs**
ESE 325 - Creating Learning Environments
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy**
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods **
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area**
ESE 325 - Creating Learning Environments
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area**
Capstone Block
EDC 410 - Learners with Special Needs**
EDC 490 - School and Society
Student Teaching Block
One of EDC 481 or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
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A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to
licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting**
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 225 - Foundations of Literacy
Students must be admitted to Education Department to take courses beyond this point.
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience**
EED 336 - Advanced Literacy Methods**
EED 350 - K-6 Methods: Mathematics**
EED 360 - K-6 Methods: Science**
EDC 410 - Learners with Special Needs**
EDC 330 - Building the Public Good: Public Achievement and Organizing I
EDC 331 - Practicum in Public Achievement I
EDC 332 - Building the Public Good: Public Achievement and Organizing II
EDC 333 - Practicum in Public Achievement II
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
EDC 410 - Learners with Special Needs**
EDU 491 - Practicum and Seminar in Special Education**
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the Writing Lab.
Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education,
journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing,
and other professions and businesses.
English Faculty
Robert Cowgill (Chair), Stephan Clark, Douglas Green, Sarah Groeneveld, Dallas Liddle, John Schmit, Lindsay Starck,
Kathryn Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and
theory; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and
are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of
aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills
of the educated and employable citizen.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in literary theory
demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and
Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater, and Gender, Sexuality, and Women’s Studies.
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This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two
200-level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater.
To complete this concentration, students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
One of ENL 220 or ENL 221
o ENL 220 - Intermediate Expository Writing
o ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 420 - Advanced Studies in Writing (Keystone)
One of ART 215, ART 201, or PWC 330
o ART 215 - Introduction to Web Design
o ART 201 - Introduction to Graphic Design
o PWC 330 - Writing for Digital Media (course being developed in 2020-2021)
Three literature, language and theory electives, with at least one at the 300-level or higher
Three writing electives, with at least two at the 300-level, chosen from:
o ENL 227 – Journalism
o ENL 228 - Broadcast and Online Journalism
o ENL/FLM 229 – Screenwriting
o ENL 320 - Fiction One
o ENL 321 - Fiction Two
o ENL 322 - Poetry One
o ENL 323 - Poetry Two
o ENL 324 - Creative Non-Fiction
o ENL/THR 325 - Playwriting I
o ENL/THR 326 - Playwriting II
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o
o
o
o
o
o
o
ENL 329 - Screenwriting II
ENL 396 - Internship in Teaching Writing
ENL 397/399 - Internship
PWC 300 - Playwriting
PWC 310 - Themes in Playwriting
PWC 320 - Writing for Television (course being developed in 2020-2021)
An approved ACTC creative writing course
Minors in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include
ENL 226, and at least three upper division creative writing courses, two of which must be a 300-level two-course writing
sequence.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the
first and sophomore years and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors in the English Department and the Education Department in order
to meet the professional requirements within the Education Department as well as the requirements for the major.
Should licensure not be possible, graduation can be achieved through an English major, which requires at least two
additional, specific courses, or through a communication studies major.
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
ENL 365 - Contemporary Post-Colonial Fiction
ENL 380 - Introduction to the English Language
ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394,
410, and 430
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to
departmental approval)
Additional Courses (outside the English Department):
COM 111 - Public Speaking
COM 254 - Interpersonal Communication
COM 351 – Argumentation
One of COM 120, COM 243, or POL 342
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
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Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an
Education Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a
GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency
course in their genre. Upon successful completion of the same residency requirements as graduate students, master
class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits).
Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three
summer residency course requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual
instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a
grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111).
Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Effective Writing I (ENL 101), Effective Writing II (ENL 111), HON 111, or ENL 112 can elect the traditional
grading system or P/LP/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
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Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop foundational
competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These
courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research
methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to
write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve
as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s
program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences,
humanities, and professional studies to examine the interdependence between humans and the natural world. It
provides an understanding of the ecological, social, and cultural processes and problems that bind that world together.
Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our
day, and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents.
Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an
opportunity for the close study of complex urban environments and their relationship to wider ecological systems.
Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In
turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies
program simultaneously studies ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in
settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of
the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate
school, education, ministry, and corporate settings.
Environmental Studies Faculty
Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Lars Christiansen
(Sociology/Urban Studies), Christina Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban
Studies), Sarah Groeneveld Kenney (English), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling
(Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political
Science, Program Director), John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
A total of 14 courses, as follows:
BIO 152 and 152L - Ecology, Evolution and Diversity and Lab
ECO 113 - Principles of Microeconomics
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering
with more than 63 credits) must take 1 section
ENV 320 and 320L - Environmental Science and Lab
ENV Internship (ENV 396, 397, 398, or 399)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
One of SWK 210 or ENV 340
o SWK 210 - Environmental Justice and Social Change
o ENV 340 - Climate and Environmental Justice
One of CHM 102 or CHM 115
o CHM 102 and 102L - Chemistry for Changing Times
o CHM 115 and 115L- General Chemistry I and Lab
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One lower division elective chosen from:
o AIS 105 - Introduction to American Indian Studies
o AIS 205 - Contemporary American Indians
o COM 260 - Environmental Communication
o ENL 270 - Themes: Environmental Literature (this topic only)
o POL 241 - Environmental and River Politics
o SOC/URB 111 - City Life: Introduction to Urban Sociology
One research methods course chosen from:
o COM 281 - Research Methods
o ENV 360 - Field Research Methods and Investigation
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o POL 483 - Political Statistics and Methodology
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
One additional upper division elective chosen from:
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 481 and 481L - Ecology and Lab
o ECO 370 - International Economic Development
o ENV 310 - Environmental Politics Field Seminar
o ENV 330 - Topics in Environmental Studies
o ENV 340 - Climate and Environmental Justice
o ENV 350 - Ecology and Socio-Ecological Systems Change
o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o RLN 333/WST 313 - Environmental Theology and Ethics
o SOC 380 - Disaster and Resilience
o SOC/URB 381 - City and Regional Planning
One of ENV 492 or ENV 490
o ENV/URB 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project
Environmental Studies Minor
Five courses:
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit)
SWK 210 - Environmental Justice and Social Change
Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300
or above:
o Humanities
COM 260 - Environmental Communication
ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
ECO 365 - Environmental Economics
ENV 310 - Environmental Politics Field Seminar
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
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o
POL/WST 341 - Globalization, Social Struggle and the Environment
SOC 380 - Disaster and Resilience
Natural Sciences
BIO 152 and 152L - Evolution, Ecology, and Diversity
BIO 420 - Conservation Biology
BIO 425 and 425L - Freshwater Ecology
BIO 481 and 481L - Ecology
CHM 115 and CHM 115L- General Chemistry I
ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods
requirement.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to examine critically
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen,
Michael Lansing, Barbara Lehmann, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Sarah
Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At
least three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163
or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to
fulfill each of these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Sexualities
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics (CGE)
o WST 341 - Globalization, Social Struggles and the Environment (CGE)
o WST 357 - Mexican History, Culture and Cosmovision (CGE)
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies (CGE)
o AIS 208/408 - Native American Women and Film
o AIS 233 - Women: A Cross-Cultural Perspective
o AIS 305 - Indigenous Issues of Central America
o AIS 320 - American Indian Women
o ENL 365 - Contemporary Post Colonial Fiction
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer.
The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with
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Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who
transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality,
and Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied
professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for
individuals, schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Eileen Kaese Uzarek (Chair), Chris Brown, Anthony Clapp, Carol Enke, Jill Everett, Aaron Griess, Melissa Lee, Michael
Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut , Kassondra Valek, Steve Verlennich, Jackie Voigt
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Health Education Minor
HPE 104 - Components of Fitness Training
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HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Physical Education Major
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
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HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 220 - Motor Learning and Development
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science and allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic. Students wishing to apply
for admission to an accredited Physical Therapy program are advised to take INDI 2220 - Medical Terminology, and one
of MAT 114 - Precalculus or MAT 145 - Calculus.
HPE 104 - Components of Fitness
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HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 304 - Advanced Fitness Training
HPE 315 - Exercise Testing and Prescription
HPE 350 – Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 – Internship
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o BIO 353 and BIO 473
BIO 353 and 353L - Comparative Vertebrate Anatomy
BIO 473 and 473L - Physiology of Humans and Other Animals
o BIOL 2610 and BIOL 2620 (St. Catherine)
BIOL 2610 - Human Anatomy and Physiology I
BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or MAT 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Abnormal Psychology
Complete one elective chosen from:
o HPE 215 - Exercise and Health Psychology
o HPE 220 - Motor Learning and Development
o HPE 305 - Stress Management
o HPE 450 - Current Health Issues
o HPE 452 - Advanced Biomechanics
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Exercise Science Minor
BIO 103 - Human Anatomy and Physiology
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HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 351 and 351L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 114 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 220 - Motor Learning and Development
o HPE 280 - Coaching Theory
o HPE 304 - Advanced Fitness Training
o HPE 315 - Exercise Testing and Prescription
o HPE 357 - Measurement in Health, Physical Education, and Exercise Science
For a complete list of courses and descriptions, see the Course Description Search.
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History
Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things
came to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures.
We cultivate a critical understanding of past and present that will help students become thoughtful, informed, and
engaged participants in the world.
Students who major in history ask careful questions, consider multiple perspectives, analyze information, see
experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st
century. They enrich their own lives and develop the skills to help them make significant contributions to the broader
world. After all, history is to a community what memory is to an individual—it is the foundation of identity.
History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to
pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found
careers in law, education, or cultural institutions. Today, they also work in media and communication, management,
manufacturing, information technology, administration, finance, social services, data management, and sales. Many
pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and
business.
History Faculty
Michael J. Lansing (Chair), Jacqueline deVries, William Green, Maheen Zaman
Degree and Major Requirements
History Major
Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy
one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at
Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending
on specific offerings.
HIS 200: Why History Matters
HIS 300: Doing History in Public
HIS 400: Research Seminar
Six total elective courses, with at least three being upper division courses, including:
o Three global area electives from three different global areas:
Asia: HIS 104, 162, 186, 323, 362, 368, or 386
Africa: HIS 104, 187, 327, 346, or 387
Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388
North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332,
335, 336, 338, 343, 349, or 389
Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474
o One pre-1800 elective chosen from:
HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120
o Two additional HIS electives
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 400
W: HIS 200 and HIS 400
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The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 111, MAT 145, MAT
146, MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major
requirements. The state requirements will also be subject to change after publication of this catalog. Students should
consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social
Studies.
Minor
Five HIS courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are
advanced. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and 400level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission to
waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS
300, and HIS 400. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Honors Program
Introduction
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Maheen Zaman, Honors Program director, at zamanm@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements receive special transcript notation, special graduation
recognition, résumé-building positions, and special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective
students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT
score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However,
students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity
or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online
application at www.augsburg.edu/honors.
Students applying for the Honors Program also automatically apply for the university’s highest academic scholarships:
the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted credit. Contact Academic Advising or the Honors Program
director for further information.
Students may enter the Honors Program at any point in their academic career, so long as they have the time left to
complete the 28 credits needed to satisfy the Honors requirements. This usually means by the start of their junior year.
All Honors students must complete the three required, 4-credit courses (HON 120, HON 130, and HON 490), and the
junior colloquium (HON 340).
Honors Program Requirements
All Honors students must complete the university’s General Education core requirements, including RLN 100, RLN
200, ENL 111, and two Liberal Arts Foundation (LAF) courses in each of the four disciplinary areas (Humanities, Fine
Arts, Social and Behavioral Science, Natural Science and Mathematics). Unless exempt, Honors students must also
fulfill the foreign language and physical education requirements.
Some Honors courses, both required and elective, may also satisfy Gen Ed requirements. Students should use this
circumstance to their advantage where it helps them toward degree completion. For example, students may take
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HON 100, HON 200, or HON 111 to fulfill the Gen Ed requirements met by RLN 100, RLN 200, or ENL 111,
respectively.
At the same time, exemption from certain Gen Ed requirements does not mean exemption from Honors
requirements. For example, students may be exempt from the Humanities LAF, but this does not make them exempt
from taking HON 130-Liberating Letters, which all Honors students must take, usually in their first year.
In order to graduate with the Honors Program distinction, all Honors students must participate in a substantial
research process. This may be accomplished in a variety of ways, including HON 260 Honors Review, HON 470
Independent Research Collaboration, and URGO summer research.
All Honors students must complete 28 credits in Honors to meet the Honors requirements for graduation.
Students may transfer up to 8 credits from another institution toward their total of 28 Augsburg Honors credits.
Transfer credits may come from AP, IB, PSEO, or other courses, through pre-established reciprocity agreements,
participation in a chapter of the PTK community college honors society, or a portfolio of leadership activities. All
transfer credits are subject to the approval of the Honors director. (This effectively means that some students may
only take 20 Honors credits at Augsburg.)
Honors Co-Curricular Activities
Honors Houses
All Honors students must belong to an Honors House for the purpose of receiving academic advising and program
information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses.
These meetings are necessary for advising, information, and governance. When students enter the Honors Program they
choose to join one of the four Honors Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and
graduate school placement for all Honors students. Crockett House also organizes scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the
Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and
socializing, such as banquets, parties, and high school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity
opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and
Augsburg experiences.
Augsburg Honors Review
Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts
submissions from students at Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning experiences. These
student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s
education. Such student created experiences may count toward requirements in majors and satisfy Honors
requirements, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
Student-created courses (created in collaboration with faculty)
Full course (10-20 students)
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Reading Groups (29 students)
Individual Reading and Examination (individual study)
Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or
staff person. The interested student should speak with either an Honors Council member or the Honors Program
director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally,
the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Curriculum
These courses may best be taken in the order listed below, but can be taken out of order if scheduling conflicts require
it.
First year at Augsburg: Fall
Required course:
HON 120 - Scholar Citizen (includes theater lab, satisfies speaking skill and critical thinking skill requirements)
Electives that also satisfy Gen Ed requirements:
HON 100 - Religion, Vocation, and the Search for Meaning I
First year at Augsburg: Spring
Required course:
HON 130 - Liberating Letters (also satisfies humanities LAF and speaking skill)
Electives that also satisfy Gen Ed requirements:
HON 111 - Effective Writing for Liberating Letters (also satisfies effective writing requirement)
Subsequent years at Augsburg
Required course:
HON 340 - Junior Colloquium (taught over two semesters by the Honors Director; P/LP/N grading, fulfills Honors Grants,
Fellowships, and Awards application requirement)
Electives that also satisfy Gen Ed requirements:
HON 200 - Religion, Vocation, and the Search for Meaning II
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 230 - Arts and the City (satisfies fine arts LAF)
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
Other Electives:
HON 380 - Student Created Learning Experience (1, 2, or 4 credits)
HON 499 - Independent Study (1, 2, or 4 credits.
These may be fulfilled by one summer of URGO research, independent study within a department, an internship within a
department, or completing a departmental honors project.) All HON 499 courses are subject to the approval of the
Honors director.
Certain courses cross-listed in other departments
Final year at Augsburg: Fall or Spring
Required course:
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HON 490 - Honors Senior Seminar
Electives:
As needed
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty advisor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local
and global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty advisors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty advisor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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For a complete list of courses and descriptions, see the Course Description Search.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
o BUS 465 - International Management
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o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Cultures of Empire: A Multinational Britain
HIS 440 - Topics in World History
HIS 474 - Europe and the World
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
RLN 276 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or
MAT 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
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One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o SWK 230 - Global Peace and Social Development
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
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each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Post-Colonial Fiction
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Revolutions, Republics, and Resilience in Latin America
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major
in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe, and
American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and
Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of
the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Cédric Briand, Randi Cowmeadow, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Diane
McDonagh, Kate Reinhardt, Joseph Towle
Degree and Major Requirements
Spanish Major
CCS 100 - Introduction to Cultural Studies
9 courses above SPA 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY
480, any course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers
of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department.
Electives:
Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor (French, German, or Spanish)
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and
to tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 321 - Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 480 - Public Relations/Promotional Communication
ENL 220 - Intermediate Expository Writing
ENL 385 - Language and Power
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics, Statistics, and Computer Science
Mathematics, Statistics, and Computer Science provide tools for solving a wide array of quantitative and computational
problems. Our majors and minors develop the ability to understand both applied and abstract quantitative
relationships, to interpret and communicate with data, to use modern technology to compute, and to understand and
implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and
skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing
a major in Mathematics, Mathematical Economics, or Computer Science or a minor in Mathematics, Statistics, or
Computer Science go on to careers such as Data Analytics, Software Engineering, Finance, and Insurance, or to teach in
Grades 7-12. They pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or
other sciences. The department offers the following programs:
Computer Science (BA, BS, and Minor)
Computational Philosophy (BA)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Suzanne Dorée (Chair), Nimanthi Atukorala, Pavel Bělík, Larry Crockett, Rebekah Dupont, Richard Flint, Matthew Haines,
Scott Kerlin, Amy Larson, Wilmina Marget, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz
List of Courses Offred and Descriptions
See the Course Description Search.
Degree and Major Requirements
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Computer Science Major, Bachelor of Arts
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
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o Approved topics course
Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
o PHY 261 – Electronics
o MAT 355 - Numerical Mathematics and Computation
o One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
MIS 270 - Data Management for Business
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing (recommended)
o MAT 271 – Discrete Mathematical Structures
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met
by MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 240, CSC 272, or approved topics course with a “systems” focus
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o Approved topics course
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages
One of CSC 352, CSC 396, or approved topics course with a “user-client” component
o CSC 352 - Database Management and Design
o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399
o Approved topics course
One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project”
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o MIS 476 - Information Systems Projects
o Approved topics course
Two electives (8 credits) from:
o CSC courses above 200 (beyond those applied to above requirements)
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o
o
o
PHY 261 - Electronics
MAT 355 - Numerical Mathematics and Computation
One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
MIS 270 - Data Management for Business
MAT 145 and 145L - Calculus I
MAT 271 - Discrete Mathematical Structures (students who have already completed MAT 171 may choose to
substitute a third MAT elective from those listed below)
One of MAT 146, MAT 246, or MAT 304
o MAT 146 - Calculus II
o MAT 246 - Linear Algebra
o MAT 304 - Graph Theory
One additional mathematics elective chosen from:
o MAT courses above 200 (beyond those applied to above requirements)
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer
Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
One of CSC 320 or CSC 345
o CSC 320 - Algorithms
o CSC 345 - Principles of Computer Organization
One additional CSC course numbered 300 or above (Internships may not be used as electives toward the minor)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 - Discrete Mathematical Structures
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Philosophy)
MAT 114 - Precalculus (or MPG 4)
One of MAT 171 or MAT 271
o MAT 171 - Discrete Mathematics for Computing
o MAT 271 – Discrete Mathematical Structures
One of CSC 160 or CSC 165
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o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 210 - Data Structures
CSC 320 – Algorithms
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-Century Philosophy
PHI 365 - Philosophy of Science
One of PHI 410 or CSC 495
o PHI 410 - Topics in Philosophy
o CSC 495 - Advanced Topics in Computer Science
One upper division elective in philosophy
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the BA major in Computational Philosophy Transfer students
must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Arts
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
One of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical Systems, or
other approved “theoretical structures” course.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
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MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered
above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics
count as 300-level MAT courses.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting
courses (or substitutes with departmental approval); BIO 255, BIO 473, BIO 481, CHM 280, CHM 362, CHM 368, CSC
165, CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO
490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MIS 379, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC
362, SOC 363. (Not more than one of MAT 163, MAT 164, PSY 215, SOC 362, or MIS 379 may count).
Among these seven electives (or additional courses) there must be:
At least one of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical
Systems, or other approved “theoretical structures” course.
At least one of: MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations
in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied
projects” course.
At least one of: MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM, MAT 373: Probability
Theory, PSY 215: Research Methods and Statistics I, SOC 362: Statistical Analysis, MIS 379: Quantitative Methods for
Business and Economics, or other approved “statistical perspectives” courses. Note that MAT 373 applies to the
requirement for “Four additional electives chosen from MAT courses numbered above 250, at least three of which
are numbered above 300. “ The other choices apply to the requirement for “Three additional electives chosen from
MAT courses numbered above 250, or the following list of supporting courses,” which applies to some focus areas
but not others.
At least five courses from a focus area approved by the department. Students are encouraged to have their plans for
a focus area approved by the department before junior year. Sample focus areas include:
o Actuarial Science (with University of St. Thomas)
o Business
o Computational Mathematics
o Data Analytics
o Economics
o Finance
o Mathematical Biology
o Mathematical Chemistry
o Physics
o Statistics
o Teaching Mathematics
o Theoretical Mathematics
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond a course is expected.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult
an advisor about potential adjustments to their course requirements to fulfill each of these skills.
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Teaching Licensure in Mathematics
The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state
requirements are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary
education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in
Mathematics with the following seven electives:
ESE 330 - 5-12 Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
One of MAT 324: Analysis or MAT 363: Dynamical Systems
One of MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in
Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects”
course.
One of MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle
school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the
requirements for a BS major in Elementary Education and the following courses:
MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373:
Probability Theory
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Endorsement
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better in each course that applies towards education licensure.
For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics
major. For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the
endorsement.
Mathematics Minor
Five courses including:
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327: Special
Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses.
Alternatively, students may complete a minor by taking the six courses: MAT 145 - Calculus I, MAT 146 - Calculus II, One
of MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM, MAT 252 - Exploring Geometry, MAT
271 - Discrete Mathematical Structures, and MAT 287 - History of Mathematics.
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Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students
must also earn a grade of C- or better in each course that applies toward the minor in Mathematics.
At least one MAT course numbered above 250 must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 373 - Probability Theory
MAT 374 - Statistical Theory and Applications
One of MAT 324, MAT 369, or MAT 377
o MAT 324 - Analysis
o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
o MAT 377 - Operations Research
Two four-credit upper division Economics courses
To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of:
MAT 163 - Introduction to Statistics
MAT 164 - Introduction to Statistics for STEM
MIS 379 - Quantitative Methods for Business and Economics
Recommended Courses for Mathematical Economics majors:
CSC 165 - Introduction to Computer Programming (Python)
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
An introduction to statistics - one of:
o MAT 163 - Introduction to Statistics
o MAT 164 - Introduction to Statistics for STEM
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
MAT 213 - Data Visualization and Statistical Computing
MAT 273 - Statistical Modeling
A project-based statistics course - one of:
o BIO 481 – Ecology
o ECO 490 - Research Methods in Econometrics
o MAT 374 - Statistical Theory and Applications
o MKT 352 - Marketing Research and Analysis
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o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
Two electives chosen from the following:
o MAT 373 - Probability Theory
o MAT 394 - Topics in Statistics
o No more than one of the following:
CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science
CSC 352 - Database Management and Design
MIS 270 - Data Management
MIS 479 - Business Analytics
o A second project-based course:
BIO 481 – Ecology
ECO 490 - Research Methods in Econometrics
MAT 374 - Statistical Theory and Applications
MKT 252 - Marketing Research & Analysis
POL 483 - Political Statistics and Methodology
PSY 315 - Research Methods and Statistics II
SOC 363 - Research Methods
o No more than one of the following, with prior approval from the Mathematics, Statistics, and Computer Science
Department:
PSY 491 - Advanced Research Methods
Advanced statistics electives taught in the ACTC or in transfer
An undergraduate research experience or internship using statistics
Either the project-based course or one of the electives must have a designate other than MAT.
Students interested in graduate work in statistics are encouraged to select MAT 373: Probability Theory as one elective
and MAT 374: Statistical Theory and Applications as the project-based course, and also to complete MAT 145: Calculus 1,
MAT 146: Calculus 2, MAT 245: Calculus 3, and MAT 246: Linear Algebra.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, or
Computer Science. Departmental honors recognizes:
Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty advisor
during junior year. Detailed requirements and information on the application process are available from the
department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Detailed requirements are available from the department.
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Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics or Computer
Science course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG
1 or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The
exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new
student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis.
Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at
Augsburg University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take
MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG.
ACT Math Subscore
Initial Math Placement
Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies Minor
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills
necessary for its serious study.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Douglas E. Green
(English), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History)
Minor Requirements
LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period.
Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts,
and one elective.
HUM 120 - Medieval Life in 12th-Century Europe
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 332 - British Literature: Renaissance and Reformation
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music, Antiquity to 1750
o THR 361 - Theater Histories: Origins to 1800
One of the following elective courses:
o HIS 369 - The Early and High Middle Ages
o HIS 370 - The Late Middle Ages to 1648
o HIS 374 - War and Religion in the Medieval Context
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
Augsburg University is accredited by the National Association of Schools of Music and its music programs fulfill all NASM
curricular standards; the music therapy program is accredited by the American Music Therapy Association.
Faculty
Full-time
J. Anthony Allen, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young Lee, Emma
Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson
Part-time Faculty
Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn
Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy
Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller,
Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea
Stern
Consulting Chair
David Myers
Fine Arts Coordinator
Cathy Knutson
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
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Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Music
Music Business
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts
Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg
University. Students intending to pursue a music major in any of the three music degree programs must declare their
major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree
application by the end of their fourth semester of study. More detail is included in the Music Department Student
Handbook posted on the Music Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant course work.
Music Core
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
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MUE 145 - Piano Chamber Music
Additional Requirements
Pass a piano proficiency test or MUS 238 - Class Piano 4
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, MAT 163, or MAT 164.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of
the many music-related business fields most often choose this course of study.
Faculty advisor: Reinaldo Moya
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice from:
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field
observations and internships. These experiences prepare students for careers in fields such as arts management,
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promotion, the recording industry, and general music business. The program affords both the performing artist and the
business student the opportunity to pursue music business studies. The Music Business concentration has two tracks:
the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of
Arts in Business Administration with Specialization in Music Business (designed with business emphasis).
Faculty Advisor: J. Anthony Allen
Music Core, Additional Requirements and the following:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Education Major, Bachelor of Music
In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education
program is accredited by the Minnesota Professional Educator Licensing and Standards Board.
The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers
in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota
Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in
certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general
emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must
formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school
settings must also apply to the Augsburg University Department of Education for acceptance to the music education
licensure program. All course requirements in and beyond music must be complete prior to the student teaching
semester. Those not pursuing licensure have a wider range of options for their degree programs through the
Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships. For community-based students, minimum grade of C- is required
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in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades,
applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure
appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s
future vocation.
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
MUS 220 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting***
MUS 478 - Choral Methods in Music Education
o Instrumental Emphasis:
MUS 344 - Instrumental Conducting***
MUS 477 - Instrumental Methods in Music Education
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - seven semesters on the principal instrument or voice
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
ESE 300 - Reading/Writing in the Content Area
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
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* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty advisor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
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Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty Advisor: Emma Moonier
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
MUS 135 - Class Piano 1
MUS 136 - Class Piano 2
MUS 152 - Class Voice
MUS 158 - Class Guitar 1
MUS 237 - Class Piano 3
MUS 238 - Class Piano 4
MUS 258 - Class Guitar 2
MUS 271 - Introduction to Music Therapy
MUS 273 - Functional Music Skills
MUS 315 - Psychology, Culture, and Community in Music
MUS 340 - Music Therapy Methods I
MUS 345 - Music Therapy Methods II
Two 300-level Music Therapy practica (MUS 374 or MUS 375)
MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
MUS 385 - Music Therapy Clinical Improvisation
MUS 458 - Senior Recital
Two 400-level Music Therapy practica (MUS 474 or MUS 475)
MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
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Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Music Minor
Faculty Advisor: Merilee Klemp
Requirements:
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 231 or MUS 232
o MUS 231 - History and Literature of Music I
o MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty Advisor: J. Anthony Allen
Requirements:
ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o ENT 254 - Entrepreneurship
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
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Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass
the test; those with some training may register for private piano lessons; the majority of students are advised to take a
piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at
home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as
they are able.
Department of Nursing Faculty
Martha Aleman, Kaija Freborg, Kristin McHale, Joyce Miller (Chair), Anna Sanchez
Staff: Sharon Wade
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
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Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time
study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses
per semester, based on personal choice.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students in Nursing may take non-nursing courses in
both the Day and Adult Undergraduate programs. Students will be assigned to a nursing faculty adviser to develop a
plan of study.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that
must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
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Courses in the Nursing major are generally offered on Monday, Tuesday, or Thursday evenings with practicum courses
(NUR 410 and 411) requiring additional weekday time. Generally, nursing classes meet on weekday evenings for fourhour time blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses
and practicums at home and abroad are scheduled throughout the year. Students complete their community health
practicum locally or have the opportunity to go to Pine Ridge, SD or Nicaragua (which is offered every other year). Check
with the Department of Nursing for details.
It is recommended to work with an academic advisor for advice on liberal arts courses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most
basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the
best? What is knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through the development and use of
critical reasoning, assisted by the study of philosophers from the past and present.
The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni, Larry Crockett
Degree and Major Requirements
Philosophy Major
Eight courses including, including at least four upper division courses:
One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the university, but it recommends
for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
Major in Computational Philosophy, Bachelor of Arts (joint offering with the Department of Mathematics, Statistics,
and Computer Science)
See the Mathematics, Statistics, and Computer Science section for more information.
Departmental Honors
Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations
will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the
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student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the
department.
Philosophy Minor
Five courses:
Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
For a complete list of courses and descriptions, see the Course Description Search.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair),
Jeff Walter
Degree and Major Requirements
Physics Major, BA
PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
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o
o
o
o
o
o
o
o
o
o
o
o
o
o
PHY 261 and 261L - Electronics
PHY 317 and 317L - Biophysics
BIO 473 and 473L - Physiology of Humans and Other Animals
BIO 475 and 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 345 - Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
PHY 245 and 245L - Modern Physics
PHY 261 and 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
One of PHY 327 or MAT 369
o PHY 327 and 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and 317L - Biophysics
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 475 and 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
o CHM 481 - Instrumental Analysis
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o
o
o
o
o
o
CHM 482 - Advanced Inorganic Chemistry
CSC 345 - Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
MAT 273 - Statistical Modeling
MAT 355 - Numerical Mathematics and Computation
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one
independent project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following:
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
BIO 369 and 369L - Biochemistry
BIO 471 and 471L - Advanced Cellular and Molecular Biology
BIO 475 and 475L - Neurobiology
BIO 476 and 476L - Microbiology
BIO 486 and 486L - Immunology
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due to April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics I
PHY 245 and 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 245 - Calculus III
PHY 327 and 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L- Calculus I
MAT 146 and 146L - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the non-profit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom (Pre-Law Advisor), Elizabeth Klages, Norma Noonan
(emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs,
with the permission of the department. POL495 can be used toward area requirements with advisor approval. The
applicable area will vary based on the topic of the course.
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Area 1 – American Government and Politics: POL325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL350, 359, or 459
Area 3 – International Politics: POL368, 461, or 490
Area 4 – Public Law: POL370 or 371
Area 5 – Political Theory and Analysis: POL380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 – Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
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One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/LP/N). Exceptions may be made in extraordinary circumstances.
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Political Science Minor
Five courses, including:
POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
ENL 220 - Intermediate Expository Writing
ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
Notes
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If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
ECO 312 - Intermediate Macroeconomics
ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Orientation to Education in an Urban Setting (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), David Matz, Bridget Robinson-Riegler, Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting.
Students take ten courses, including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 – Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
At least one course from the following:
o PSY 261 – Personality and Cultural Context
o PSY 359 - Assessment
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional aspects of psychology to questions
and issues relating to law and the legal system. This field encompasses contributions made in a number of different
areas- research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within
the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this
concentration will participate in at least three experiential learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County courts.
Students take the following courses:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
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PSY 235 - Psychology and Law
PSY 262 - Abnormal Psychology
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 354 - Cognitive Psychology
PSY 360 - Psychology Laboratory
PSY 400 - Keystone Internship
PSY 491 - Advanced Research Seminar
SOC 277 - Introduction to Criminology
At least one course from the following:
o PSY 359 – Assessment
o PSY 385 - Counseling Psychology
o PSY 410 - Clinical Neuropsychology
At least one course from the following:
o POL 170 - Law in the United States
o POL 370 - Constitutional Law
Concentration in Social Psychology
Both the Psychology and Sociology Departments offer courses relevant to students with interests in social psychology.
The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with
specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize
research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation.
Students take the following courses:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 325 - Social Behavior
PSY 400 - Keystone Internship
SOC 121 - Introduction to Sociology
SOC 375 - Social Psychology
At least one course from the following:
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
PSY 105 - Principles of Psychology
Four additional PSY electives
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A minimum of two courses must be taken at Augsburg. If a student minoring in psychology elects to complete internship
courses, no more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion
Religion – everyone has a notion of what it is. But try to define it, and words get tangled in the varieties of religious
expressions, experiences, systems, and cultures. Personal perspective and experience also come into play, creating
different and even conflicting attitudes and opinions about religion’s value and place in the 21 century.
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But while religion is deeply personal, it is seldom private. Its impact is everywhere and affects everyone, from the most
committed believer and practitioner to the most convinced atheist. Because of the significance of religion in the public
sphere, “Religion and Public Life” serves as a guiding theme that emerges in various ways in the courses offered by the
Augsburg University Religion Department as we welcome students of all religious persuasions – and none – to explore
the role of religion:
In their own lives with a view toward how their beliefs, values, and commitments inform their place in society;
To gain knowledge and competency in relating to the religious beliefs, practices, and cultures of others whom
students may engage in their future professional and social contexts;
In considering their own career choices in service to the world through religious institutions and organizations;
For a deeper understanding of religion’s impact – past and present – in the world they inhabit, regardless of any
student’s own religious position.
All courses in the Religion Department are designed to enhance religious literacy and interreligious competency.
Religious literacy involves gaining an appreciative knowledge of the religious and spiritual practices of the world.
Interreligious competency is connected to intercultural competency and involves developing the skills and attitudes that
facilitate relationships with people who hold different religious or core commitments than one’s own.
The above learning outcomes arise from Augsburg’s educational mission that is “guided by the faith and values of the
Lutheran Church.” This tradition, at the core of Augsburg’s own vocation in higher education, encourages inquiry,
welcomes diversity, wrestles with life’s complexities, and engages the world while preparing students of all backgrounds
and persuasions “…to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.”
Faculty
Lori Brandt Hale (Chair), Russell Kleckley, Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Philip Quanbeck II, and
Hans Wiersma
Majors
The Religion Department offers two majors: Religion and Theology & Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and
encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other
perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLNEL100 and continue the exploration of vocation, the search for meaning, and
role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of
Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of
social, cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II,
develops themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are
described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential
Religion major or minor.
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Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1)
Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith
Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing
four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students
choose to add religion as a second major. Examples of double majors include students in biology, sociology, and
history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently—
skills that make our graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN216: Religion and Science in Popular Culture
RLN222: Spirituality, Religion, and Popular Culture
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN214/MUS234: Church Music and Worship
RLN216: Religion and Science in Popular Culture
RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN237: Giants of the Christian Faith
RLN240: Religion and the Rise of Science
RLN243: Religion in America
RLN245: The Lutheran Heritage
RLN257: Heaven, Hell, and the End of the World
RLN319: Religion at the Movies
RLN330: Theology of Death and Dying
RLN331: Christian Ethics
RLN342: Martin Luther and the Reformation
RLN340/HIS378: The Medieval Church
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
RLN409: Topics (depending on topic)
RLN441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
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RLN205: Exploring Topics in Religion (depending on topic)
RLN251: The Bible in Culture and Counterculture
RLN257: Heaven, Hell, and the End of the World
RLN261: Jesus and His Interpreters
RLN409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN205: Exploring Topics in Religion (depending on topic)
RLN275: Judaism
RLN276: World Religions
RLN370: American Indian Spirituality and Philosophical Thought
RLN374: Ethics and World Religions
RLN407: Interfaith Scholars Seminar I (2 semester credits)
RLN408: Interfaith Scholars Seminar II (2 semester credits)
RLN409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections
of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible in Culture and Counterculture
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
Public ministry core (16 credits):
o RLN 290 - Foundations for Public Ministry
o RLN 295 - Church: Past, Present, Future
o RLN 390 - The Art of Public Ministry
o RLN 399 - Internship
Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
o Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
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Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young
people, and to develop the necessary skill set for effective work with children and youth.
YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 230 - Global Peace and Social Development
COM 329 - Intercultural Communication
Worship and Music Concentration
This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
RLN 214/MUS 234 - Church Music and Worship
COM 111 - Public Speaking
Two other courses (yet to be determined; see program director for more information)
Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
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ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
POL 325 - Politics and Public Policy
SOC 390 - Social Problems Analysis
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
PSY 203 - Lifespan Development
PSY 262 - Abnormal Psychology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency.
CCS 100 - Introduction to Cultural Studies
COM 329 - Intercultural Communication
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: GST 200, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a
second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Prerequisites
RLN 100 is a prerequisite to all other RLN courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion Department.
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Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty? 19th Century U.S. History
o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S.
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
HIS 200 - Why History Matters
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and
anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Jason Lukasik and Michael Lansing for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people and communities through the
empowerment of individuals and advancement of social justice. Social workers are licensed professionals who work in
various sectors of society. You will find social workers in nearly all major social settings from clinics and hospitals, to
schools, non-profit organizations, faith communities and government entities. Augsburg’s nationally-accredited social
work program immerses students in the skills and theories of social work and interweaves that body of knowledge with
biology, psychology, sociology, economics, statistics, and political science. The curriculum prepares you for multicultural
professional social work through two year-long field placements in a range of human service agencies during the junior
and senior year.
Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies
you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed
Social Worker. Augsburg’s students success in passing the exam on their first attempt is over 90%.
Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program
(MSW). The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the national accrediting body, the Council on Social Work Education. For more information about the MSW program,
consult the Graduate Catalog.
Social Work Faculty
Laura Boisen (Chair), Bibiana Koh (MSW Program Director), Erin Sugrue (MSW Field Director), Christina Erickson (BSW
Program Director), Melissa Hensley (BSW Field Coordinator), Susan Conlin, Ankita Deka, Barbara Lehmann, Paula Watts
Zehringer
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each
Social Work major must complete the application materials and be officially admitted to the Social Work program before
beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who
do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for
conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses
restricted to Social Work majors.
Degree and Major Requirements
The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that
are open to non-majors are designated with an asterisk.
The Supporting Courses
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these three courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
o SWK 230 - Global Peace and Social Development*
Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
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o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o MAT 164 - Introductory Statistics for STEM
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, MAT 164 or SOC 362.
GPA Requirement
After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses,
and overall) to remain in good program standing. A grade of C is required for each required social work course. All
Social Work majors must take their social work courses with traditional grading.
Social Work Major
Ten upper-level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their
coursework and field placement at Augsburg’s Mexico Campus:
SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
Spanish Language Requirements are often taken
Students who go to the Social Work in Mexico Semester are not required to take SWK 280
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate social work perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
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SOC 265 - Race, Class and Gender
And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
o POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to take a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director
assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations,
public and private, across the Twin Cities.
No credit for non-academic work
In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life
experience or previous work experience.
Departmental Honors
The Social Work Department offers eligible students the opportunity to earn departmental honors through the
completion of an applied or scholarly project during a student's senior year. Students may apply for departmental
honors if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social
Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N
(pass/low pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits.
Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and
critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this
paper or project. Please consult with the advisor or BSW Program Director for complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
The national honor society requirements allow membership to juniors and seniors who have completed at least one
semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are
sent in the spring of each year.
Social Work Study Abroad Opportunities
All social work students are encouraged to study abroad at some point in their academic career. Through The Center for
Global Education and Experience, the BSW program offers an award-winning semester study abroad program in
Cuernavaca, Mexico. The Social Work department also offers a rotating selection of faculty-led, short courses to
countries such as China, Slovenia, South Africa, Mexico, and India. Students are also encouraged to study abroad for
elective credit.
Social Work Course Sequence
The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of
the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both
courses are equal as introductions to the major. Each course features an experiential learning component.
Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and
are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer
relationships and strong connections to faculty.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunities to improve the world we have created and in which we collectively live. The sociological
perspective provides an important way to critically understand how human beings come to think and act as they do in a
variety of social contexts.
The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order,
how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an
understanding of theories of society and social groups, learn to create and use scientific tools of analysis, and employ
sociological concepts to solve social problems.
We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for
learning. Internships enable our majors to draw upon sociological theories and research skills while they explore
different career paths. Students also may take an independent study, special topics course, or field study toward that
end.
The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in
the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of
research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the
nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal
justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources,
conducting research for corporations, as well as teaching at universities as professors of sociology. The Sociology major
also provides excellent preparation for advanced study in areas such as law, human services, counseling, social work,
urban planning, and ministry.
Sociology Faculty
Nancy Fischer (Chair), Lars Christiansen, Garry Hesser (Emeritus), Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound
foundation for a number of fields from human services to criminal justice to business to public service. The Sociology
major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories
over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, critical
analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and the connection
between of the individual and collective perspectives reflected in the sociological imagination. The five core courses
intentionally develop those skills in our students. The electives allow students to focus on content areas and develop
additional courses related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121,
362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the
major.
Core courses (complete all five):
SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
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Five elective courses, at least three of which must be upper division:
Lower division elective options
o SOC 111 - City Life: Introduction to Urban Sociology
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o SOC 265 - Race, Class and Gender
o SOC 266 - Sociology of Sexualities
o SOC 277 - Introduction to Criminology
o SOC 290 - Cultures of Violence
o SOC 299 - Directed Study
Upper division elective options (minimum of three required; SOC121 prerequisite)
o SOC 320 - Sociology of Law
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 375 - Social Psychology
o SOC 377 - Organizational Crime and Deviance
o SOC 380 - Disaster and Resilience
o SOC 381 - City and Regional Planning
o SOC 387 - Juvenile Delinquency
o SOC 390 - Social Problems Analysis
o SOC 395 - Mental Illness and Society
o SOC 399 - Internship
o SOC 499 - Independent Study/Research
Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for 4 credits in order to
count as electives for the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest
tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills.
Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular
careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban
studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
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Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training,
and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Sarah Myers, and Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles, Adlyn Carreras,
Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Richard Remedios, Kimberly Richardson, Harrison
David Rivers, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
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Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4
THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 221 - Expository Writing about the Arts
o ENL 330 - Shakespeare
o ENL 338 - British and Commonwealth Drama
o ENL 358 - Readings in American Drama
o ENL 368 - Readings in World Drama
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o PWC 300 - Playwriting
o PWC 310 - Themes in Playwriting
o PWC 320 - Writing for Television (course being developed in 2020-2021)
o PWC 330 - Writing for Digital Media (course being developed in 2020-2021)
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted
twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater
majors with concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined
with an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
PWC 300 - Playwriting
PWC 310 - Themes in Playwriting
PWC 320 - Writing for Television (course being developed in 2020-2021)
PWC 330 - Writing for Digital Media (course being developed in 2020-2021)
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
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THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work
ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of
each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
THPs may be repeated
Crew work required classes/coursework does not count toward practicum credit
Work-study hours do not count towards practicum credit
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3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of extraordinary amount of time required of the student.
Theatre Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg
based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs
are completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many
different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology,
political science, political philosophy, history, environmental studies, art and architecture to understand metropolitan
areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with
experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived
experience. Coursework often includes walking tours, field trips, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to achieve effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Lars Christiansen (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Nancy Fischer (Sociology),
Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and
Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o SOC 380 - Disaster and Resilience
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And two additional urban-related electives, approved by the Program Director. For electives, please see the
following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities
that suit your career interests, including off-campus study, ACTC courses, or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Urban Studies Minor
A total of five courses including:
SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGSS) website and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly
recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and
Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that
are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany
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(www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen,
Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth Studies Minor
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on
experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is
one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted
and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into
their chosen professions.
Minor Requirements
20 credits including:
YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Abnormal Psychology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Sylvia Bartley, PhD
Karen A. Durant ’81
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
Diane L. Jacobson, PhD
Eric Jolly, PhD
Mark Johnson ‘75
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, JD
Steven E. Larson ’72, MD
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
Rachel Pringnitz ‘02, ‘07 MBA
Bishop Laurie Skow-Anderson, ex officio
John Schwartz ‘67
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. David L. Tiede, PhD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica;
MS, Ithaca College.
Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg University.
Karen Kaivola (2013). Provost and Senior Vice President for Academic and Student Affairs and Professor of English. BA,
Georgetown University; MA, PhD, University of Washington.
Joanne Reeck (2008). Chief Inclusion Officer. BA, MA, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Catherine Bishop (2011 ). Chief Student Success Officer. BA, Macalester College; JD, William Mitchell College of Law.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Tom Carroll (2014). Director, Financial Planning and Analysis. BA, Loras College; MBA, Keller Graduate School of
Management, DeVry University.
John Coskran (2020). Senior Finance Manager and Chief Financial Officer. BS, Carleton College; MBA, Augsburg
University; MS, DePaul University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD,
University of Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, PhD, Washington State University.
Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria
Technical and Community College.
Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota; MA, Augsburg
University.
Sarah Griesse (2006). Dean of Students. BA, Wittenberg University; MA, The Ohio State University; PhD, Loyola
University-Chicago.
Nancy Guilbeault (1980). Director, Center for Wellness and Counseling. BA, MA, PhD, LP, University of Minnesota.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Marah Jacobson-Schulte (2018). Director of Academic Administration and University Registrar. BS, MS, St. Cloud State
University.
228
Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Dawn Miller (2016). Chief Human Resources Officer. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost of Global Education and Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Ruby Murillo (2017). Director, Latinx Student Services. BS, Iowa State University; MS, Miami University.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Jamie Randall (2019). American Indian Student Services Director. BA, MFA, Augsburg University.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Jeremy Updike (2018). Director of Rochester Program. BS, University of Wisconsin-Platteville; MS, University of
Wisconsin-La Crosse.
Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of
Wisconsin-Lacrosse.
229
Faculty (Full-time)
A
Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminary; PhD, University of Minnesota.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic
College of Medicine.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University
of Florida.
Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University;
MS, Minnesota State University, Mankato; PhD, Ohio State University.
Jeffrey Brown (2019). Director of Training, and Assistant Professor of Clinical Psychology. BS, MAEd, University of
Wisconsin-River Falls; PhD, Fielding Graduate Institute.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
Mark Carlson-Ghost (2019). Program Co-Director and Associate Professor, Clinical Psychology. BA, St. Olaf College; PhD,
Wayne State University.
230
Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Assistant Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Assistant Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign.
Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies, Film, and New Media. BA, University of
Minnesota; MFA, Syracuse University.
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
231
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington.
Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of Minnesota–
Duluth; PhD, University of Illinois-Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State
University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
G
Suzanne Gikas (2017). Assistant Professor of Education. BA, University of Essex; Postgraduate degree, Christ Church
College; MEd, Phd, Kent State University.
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University;
PhD, University of Nebraska-Lincoln.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Sarah Groeneveld Kenney (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of
Wisconsin-Madison.
Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South
Dakota.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
232
Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg
University.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD,
University of Minnesota.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Assistant Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Russell C. Kleckley (2002). Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman
School of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Bibiana D. Koh (2012). Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
233
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological
Seminary; PhD, Graduate Theological Union.
Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Wilmina Marget (2018). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, Augsburg College; MS
and PhD, Iowa State University.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Joaquin Munoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
Sarah Myers (2009). Associate Professor of Theater. BS, Northwestern University; MFA, PhD, University of Texas.
234
O
Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg University; PhD, University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA,
PhD, University of Iowa.
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Thaddeus B. Rada-Bayne (2018). Lecturer of Psychology. BA, Roosevelt University; MA, PhD, Bowling Green State
University.
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
235
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
T
Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Assistant Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
Alan J. Tuchtenhagen (2011). Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska;
DPA, Hamline University.
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus
Adolphus College; MS, Minnesota State University, Mankato.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of
Minnesota.
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State
University; MS, Syracuse University.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia
University.
John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD,
University of Utah.
236
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State
University.
John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota.
Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota.
John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of WisconsinStout; EdD, University of Minnesota.
David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD,
Colorado State University.
Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Satya P. Gupta. Professor Emeritus, Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota.
237
Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia
University; DMA, Manhattan School of Music.
Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD,
Yale University.
John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin.
Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emeritus, Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA
Certification, University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
238
Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita, Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University
of Minnesota.
Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of
Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus, Religion. BA, Augsburg University; BD, Augsburg Theological Seminary; MTh,
ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD,
Arizona State University.
Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
239
Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University.
Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of
Chicago.
Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design.
Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania.
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Show less
Introduction
Graduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Seme... Show more
Introduction
Graduate Catalog
2020-2021
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2020 - Summer Semester 2021. It is subject to change without
notice.
The catalog is intended to complement other University publications including the Student Guide and University
website. It is important for students to be familiar with all University policies and procedures. Students are strongly
encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree
requirements.
Published 2020
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part
of a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative
writing, education, leadership, nursing, physician assistant studies, and social work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and
in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow, PhD
President
2
Welcome from the Provost and Chief Academic Officer
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives
informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative
learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world
experiences; and equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity
and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our locations—
whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the
neighborhood, the local community, and in various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Karen Kaivola
Provost and Vice President for Academic and Student Affairs
3
About Augsburg University
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of
advancing civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Also, our programs look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. A Rochester, Minnesota, campus was added in 2002. A short history of Augsburg
University can be found at augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed:
Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
Master of Arts in Education
Master of Arts in Teaching
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice (with tracks in Transcultural Nursing and Family Nurse Practitioner)
Doctor of Psychology in Clinical Psychology
4
Augsburg offers the following dual degrees:
Bachelor of Arts in Accounting and Master of Arts in Leadership
Master of Arts in Leadership and Master of Business Administration
Master of Social Work and Master of Business Administration
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all university facilities – whether a student in
Minneapolis, Rochester, or one of Augsburg’s international locations – and to participate in university activities such as
music and dramatic presentations and lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
5
Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota-Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St.
Paul, as well as the Minneapolis International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of
downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity
and superior technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
Abroad Locations
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research,
take courses, or consult with faculty in those locations to gain new perspectives on their disciplines.
6
Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admission Office—The Office of Admission is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and
this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192
students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the
Office of Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student
and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian
Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication
Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
7
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing and Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs,
and the departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
8
Accreditation, Approvals, and Memberships
Augsburg University is accredited by:
The Higher Learning Commission (HLC)
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees)
Council on Social Work Education (CSWE) (Bachelor, and Master level degrees)
American Music Therapy Association (AMTA) (Bachelor, and Master level degrees)
National Association of Schools of Music (NASM)
Augsburg’s programs are approved or monitored by:
American Chemical Society (ACS)
Accreditation Council for Business Schools and Programs (ACBSP)
Minnesota Board of Teaching
Minnesota Board of Nursing
Minnesota Office of Higher Education (MOHE)
Augsburg University is an institutional member of:
American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc. (AMTA)
Association of International Education Administrators (AIEA)
Campus Compact
Council of Independent Colleges (CIC)
Council on International Educational Exchange (CIEE)
Diversity Abroad Network
The Forum on Education Abroad
Institute of International Education (IIE)
Lutheran Education Council in North America (LECNA)
National Association of International Educators (NAFSA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108,
www.ohe.state.mn.us; 651-642-0533.
9
Policies
Non-Discrimination Policy
Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, creed, color, religion,
gender, age, national or ethnic origin, disability, military service, protected veteran status, genetic information, sexual
orientation, gender identity or expression, transgender status, marital status, familial status, genetic information, status
with regard to public assistance, citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, participation in athletic and/or school administered programs, and any other characteristic protected by
federal state or local law, except in those instances where there is a bona fide occupational qualification. (Approved by
Board of Regents in April 2017).
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender
by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the University’s Title IX Officer:
Katie Bishop| Chief Student Success Officer | Academic Affairs
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the University has four Deputy Officers:
Deputy Officer for Students:
Sarah Griesse| Dean of Students
Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks| Associate Athletic Director
Si Melby Hall, Room 205F| 612-330-1245| diercks@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded
to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
10
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The University
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the University in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or
collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has
a legitimate educational interest if the official needs to review an education record in order to fulfill his or her
professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
11
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under
the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for
derivative.
Student Rights
The University has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member
chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the
forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail.
12
Admission
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information
on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply
for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions
during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start
of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
University must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and
unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have
additional application requirements.
A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who
have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from
World Education Services (WES) or a member of the National Association of Credential Evaluators (NACES) to confirm it
is equivalent to a United States bachelor’s degree or greater.
Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree
seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an
Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional
materials required by the program.
International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
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Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both
written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and
programs Augsburg University accepts as evidence for English proficiency.
TOEFL (Test of English as a Foreign Language)
www.toefl.org
Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking
sections. (The Augsburg University TOEFL code is 6014.)
IELTS (International English Language Testing System)
www.ielts.org
Score report of 6.5.
MELAB (Michigan English Language Assessment Battery)
www.cambridgemichigan.org/melab
Score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years
old.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
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Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Graduate students must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time.
Clinical Psychology program students will be considered at least half-time if enrolled in the Clinical Research Project or
the PsyD internship, even if registered in less than 3 credits. See the Doctor of Psychology program description for more
information.
Tuition and Fees
Doctor of Nursing Practice (DNP)
Doctor of Psychology (PSYD)
Master of Arts in Nursing (MAN)
Master’s-level Education (MAE/MAT)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$955 per 1.0 credit
$1162 per 1.0 credit
$759 per 1.0 credit
$509 per 1.0 credit
$794 per 1.0 credit
$719 per 1.0 credit
$715 per 1.0 credit
$608 per 1.0 credit
$902 per 1.0 credit
$845 per 1.0 credit
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
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student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The University cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at augsburg.edu/studentfinancial/financialaid/graduate-financial-aid/.
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
Federal Unsubsidized Direct Student Loan
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Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower
may choose to make payments while in school or may defer payments and allow interest to accrue and be
capitalized (added to the balance of the loan).
Federal Graduate Loan Program (PLUS)
Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost
of attendance (minus all other student financial aid).
Further information about loan programs can be found online at augsburg.edu/studentfinancial.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure whether
students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree.
The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant
to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the
following standards makes a student ineligible for all institutional, federal, and state financial aid.
Standards of Satisfactory Academic Progress
Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per program).
Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic
achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office
determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid
Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP
standards.
Financial Aid Warning
A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment.
Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for
one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students
currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid
Suspension.
Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on
Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to
receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial
aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed
will be canceled, and returned to the appropriate program(s).
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Right to Appeal
Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services
Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP
Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the
student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided
by the SAP Committee. All decisions made by the Committee are final.
If a student’s appeal is approved, they will be placed on Financial Aid Probation. If a student’s appeal is denied, they will
remain on Financial Aid Suspension and will remain ineligible for financial aid.
Financial Aid Probation
A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid
Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last
for one term. If at the end of the term, the student meets SAP standards, the Financial Aid Probation will conclude.
Students currently on Financial Aid Probation who do not meet the standards at the end of the term are placed on
Financial Aid Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
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cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University,
or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt,
and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that,
due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The
terms of this agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts or graduation diplomas/certificates until all student
account charges are paid in full or, in the case of student loan funds administered by the University (Federal Perkins
Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have
been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term
will be replaced with an administrative cancellation fee of $300.
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Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number
of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the University, the
withdrawal date will be the last date of academic activity determined by the University.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days
that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’,
then the ‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the
term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw
from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The University will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
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Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to
a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your
account and nothing is left pending) before the credit refund can be issued.
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund
will be available. Financial aid return of funds may take up to 30-45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from
a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
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A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
The program received or is qualified to receive payment directly or indirectly from a federally or state licensed
insurance company.
The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor.
Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or
regulations.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library
in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library,
and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer
to work alone. Whether working on individual research or a large group project, Augsburg students can check out all
sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV
equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has
four computer classrooms, 40+ technology-enhanced classrooms and four video conferencing-enabled classrooms. The
circulation desk in Lindell Library has 40 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those
with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain equal access
to Augsburg’s programs and services. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and
challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to
Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist,
and discussions may include:
Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs, as well as provide appropriate documentation of their disability. CLASS also
provides informal screenings for students who suspect they may have a learning-related disability. These screenings are
meant only to help students determine whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of an institution’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053 or email class@augsburg.edu.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO)
for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
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Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The University and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated.
As a University requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic
integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide).
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
BC+
C
CD+
D
DF
P
N
Grade Points Description
4.00
Excellent
3.67
3.33
3.00
Undergraduate: Good
Graduate: Satisfactory
2.67
2.33
2.00
Undergraduate only: Satisfactory
1.67
1.33
1.00
Poor
0.67
0.00
Failure
0.00
Pass*
0.00
No Pass
*The letter equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate
courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
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Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must
achieve at least a grade of B.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor for verification.
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office
that states the reasons for the request, outlines the work required to complete the course, and includes the course
instructor’s and program director’s signatures. The instructor may stipulate the terms and conditions that apply to
course completion; however, students may not attend the same course (or a portion of the same course) in a following
term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of
the work by the instructor and the filing of a grade before the final day of the following academic term (including
summer) in the student’s program. If the work is not completed by the specified date of the following academic term,
the grade for the course becomes an F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate
but do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require
a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
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Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Non-Attendance/Non-Participation
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the University and program. Students who are readmitted may need to complete additional coursework
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and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
Students may withdraw from the University, and thus from the Continuation Program and the final project course, at
any point during the continuation period and receive a W notation on the transcript for the final project course.
Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the
University and program. Students who are readmitted may need to complete additional coursework and will need to
pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would
replace the previous W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the
PsyD student manual for the Academic Warning and Reasons for Dismissal Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
University.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the University’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional Studies; email is not acceptable. The statement must identify each procedural error and state how each
error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The Dean
of Professional Studies must receive the student’s statement of appeal within 14 calendar days of the date on the
department’s written notification of dismissal.
The Dean of Professional Studies will send a copy of the statement of appeal to the program chair/director. The program
must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
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received by the Dean of Professional Studies’ office. A hard copy of the program’s response should be submitted to the
AVP-Graduate Studies. The Dean of Professional Studies will send a copy of the program’s response to the student.
The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The
Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the
procedures and ask questions of both the student and the program representative. The student and program
representative may each bring a third party to the review meeting (limited to an Augsburg University faculty member,
staff member, or student). The role of the third party representative is to provide support to the student or the program
representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will
need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university and graded B or better.
Courses must have been taken at the graduate level and course content must be comparable to program requirements
at Augsburg.
The maximum number of semester credits that can be transferred is:
Master of Arts in Education (6)
Master of Arts in Teaching (6)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Fine Arts in Creative Writing (12)
Master of Music Therapy (Contact program director)
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Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Doctor of Psychology (30)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated
designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via
an encrypted electronic method (adapted from AACRAO, 2018).
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
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Doctor of Psychology (PsyD)
The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train
students in the major aspects of clinical practice. To help to ensure that students are prepared adequately, the
curriculum integrates theory, training, research, and practice, preparing students to work with a wide range of
populations in need of psychological services and in a broad range of roles. Students who complete the clinical
psychology program earn a Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient
has mastered the fundamental academic and experiential elements of clinical psychology.
In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of
academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and
field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and
roles.
The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be
in psychology, some psychology courses are required (as foundation courses), and some experience in psychological
services is desirable.
The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the
required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the
doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual
skills, and must complete a Clinical Research Project in the area of applied clinical psychology.
The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all
graduate students. Some of these required courses cover the major theories of historical and modern psychology and
their application in current practice; the stages of the developmental process, and the basis for behavior;
psychopathology; and a series of courses dealing with the administration and interpretation of various forms of
assessment, basic intervention skills and various theory and therapy approaches. Students are also required to
participate in two years of practicum field experience in assessment and psychotherapy and the seminar that
accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the
treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the
doctoral degree.
Included among the basic objectives of the PsyD program are the following:
Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on
an individual, family, or group basis
Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into
their clinical approach
Assisting practitioners to assume leadership positions within the healthcare delivery system
Training psychologists to work with professionals from other disciplines as part of an effectively functioning
healthcare team
Preparing practitioners to evaluate and use clinical research applications of psychology
Program Aims and Competencies
The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the
practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure
that students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological
research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program
emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the
ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and
supervision. Interpersonal and multicultural competency are foundational elements of our program.
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Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of
this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical
psychology.
In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences
and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number
of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical
psychology.
Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation,
assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of
competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional
Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework
requirements for licensure as a psychologist in the state of Minnesota.
Program Competencies
The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology
program.
1. Students will demonstrate competency in research, including knowledge of research and quantitative methods
as well as psychometrics
2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical
manner
3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the
theoretical and empirical knowledge base and the ability to apply it
4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and
an openness to supervision and feedback
5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains
6. Students will demonstrate effective interpersonal skills in professional interactions and relationships
7. Students will demonstrate competency in assessment, including the ability to administer and interpret
psychological tests and apply knowledge of strengths and psychopathology to the assessment process
8. Students will demonstrate competency in intervention, including developing and applying evidence-based
treatment plans, and evaluating treatment effectiveness
9. Students will evidence knowledge of supervision models and practices
10. Students will evidence knowledge of consultation models and practices, and demonstrate
interprofessional/interdisciplinary skills
11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive,
developmental, and social aspects of behavior; and the history and systems of psychology
Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree programs is accredited, inactive by
the Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the
APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates
an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students
from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the
Augsburg University/Argosy Teach-out accredited, inactive program.
For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning
Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. The program has also
applied for accredited on contingency status with APA for newly admitted students, and this application is currently
under review. Questions related to the program’s APA accredited status should be directed to the Commission on
Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE,
Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation
Matriculation through the PsyD in Clinical Psychology degree program curriculum is designed to help prepare students
to sit for the national licensure examination and generally to meet licensure requirements in the state of Minnesota.
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Licensure requirements and standards for professional practice vary from state to state; therefore, prospective and
enrolled students are urged to examine the requirements of the specific state in which they plan to practice. State
licensure requirements may be obtained from:
Association of State and Provincial Psychology Boards
P.O. Box 4389
Montgomery, Alabama 36103
332.832.4580
www.asppb.org
Academic Requirements and Policies
Graduation Requirements
Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be
responsible for completing the program requirements that are in effect at the time of their admission. The school retains
the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible
for graduation, students must meet the following requirements.
The satisfactory completion of 98 semester credit hours. The total credit hours must include:
o 69 credit hours of core courses
o 2 credit hours of Professionalization Group
o 12 credit hours (two years) of practicum and practicum seminar groups
o A minimum of 9 credit hours of general electives
o 6 credit hours of Clinical Research Project
Successful completion of the Comprehensive Examination no later than the beginning of the fifth year
Successful completion of all sections of the Clinical Competency Evaluation (CCE)
Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months
Successful completion of the Clinical Research Project
GPA of at least 3.00 (B average)
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar.
The Clinical Research Project is approved by all committee members as final, and submitted and accepted into
IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month
following meeting this requirement, assuming the internship final evaluation has been received earlier.
All courses other than electives are considered core courses. Students are required to retake a core course if they
receive a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a
grade below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-”
or better.
Additional Requirements for Academic Progress for the PsyD
Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must
complete the program within seven years after matriculation, with the practica completed by the end of the fourth year.
Students are required to be in full-time residence in the program for a minimum of one academic year of pre-internship
enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including
two years of practicum training that typically occurs during the second and the third academic years. Students are
expected to maintain full-time enrollment in the program until all course requirements have been completed. The
continuous registration policy will be enforced for all students who have completed all coursework except for the
Clinical Research Project. Such students must be continuously enrolled for 1 credit hour of Clinical Research Project until
the paper has been successfully completed and a grade has been submitted.
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Extensions allowing enrollment beyond the seven-year limit may only be granted by the program directors. Such
extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within
a short period of time.
Additional requirements for academic progress are described in the Student Handbook.
Clinical Training Overview
Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the
opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop
the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical
training, Clinical Psychology program students are expected to possess effective assessment and intervention skills,
demonstrate cultural competence, relational competence, and practice in an ethical manner.
During their clinical training, students advance through progressively challenging levels of training. At each level, a
student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to
the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate
competency in specific clinical tasks.
Practicum and Practicum Seminar Requirements
Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological
interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and
Practicum Seminar eligibility and requirements may be found in the Student Handbook.
Clinical Competency Evaluation (CCE) Requirements
The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which
students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this
evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards
of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and
clinical practice. Detailed requirements for the CCE are contained in the Student Handbook.
Comprehensive Examination Requirements
Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive
Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical
psychologist.
The Comprehensive Examination covers material from required courses and training activities during the first three
years of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the
Student Handbook.
Clinical Research Project Requirements
The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a
requirement for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen
their knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological
issues; and to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this
process is a committee of faculty members who will review the material and make recommendations and suggestions.
Detailed requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student
Handbook.
Internship Requirements
The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD
coursework is finished. The Director of Clinical Training helps students identify an appropriate location for internship and
prepare the documentation necessary for internship application. During the course of the internship, the Training
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Department continues to monitor the progress of the student and maintain contact with the student and his or her
supervisor.
While an internship may be a paid position, the internship site may not be the student’s regular or prior place of
employment.
The internship must be completed within the overall seven-year time limit for completing the doctoral degree program.
Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24
months are possible. Since the needs of students differ during the internship process, all internship sites must receive
the approval of the training staff. A student may not apply for an internship without the approval of the Director of
Training. All internship applications must be approved by the Director of Training. Detailed requirements for internship
are described in the Student Handbook.
Additional Academic Standards and Student Evaluation
Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health
service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In
addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional,
psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also
required to conform to ethical standards which govern the behavior of professional psychologists.
Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD
Program)
Students who have completed graduate coursework at another institution may petition the program director(s) for
transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses).
Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are
strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The
transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along
with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be
given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. All courses that were
taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will generally be transferred to
Augsburg in full, provided grade minimum and other course requirements were met both at Argosy and at Augsburg.
Course credits transferred to Augsburg from Argosy do not count towards the total number of transfer credits allowed
when transferring to Augsburg from an institution other than Argosy’s PsyD Clinical Psychology program.
Criteria for Academic Warning and Program Dismissal
The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be
dismissed from the PsyD programs.
Residency Requirements
PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic
years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At
least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which
the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that
same campus.
Attendance Policy
The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director.
More than two absences in a class can be grounds for not passing that class; students should notify faculty of any
anticipated absences.
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Criteria for Enrollment Load
Augsburg graduate students are classified as enrolled half-time if registered in at least three credits during a semester,
and full-time if registered in at least six credits for a term. In the Clinical Psychology program, however, students
enrolled in the Clinical Research Project or a half-time internship during a semester will be considered half-time even if
registered in fewer than three credits. Students enrolled in a full-time internship during a semester will be reported as
enrolled full-time even if registered in fewer than six credits.
Admission to PsyD
Requirements
A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0)
-orA graduate grade point average of 3.25 (on a scale of 4.0)
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of
both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests
and programs Augsburg University accepts as evidence for English proficiency.
o TOEFL (Test of English as a Foreign Language) www.toefl.org Score report of 80 on the Internet-based
TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg
University TOEFL code is 6014.)
o IELTS (International English Language Testing System) www.ielts.org Score report of 6.5.
o MELAB (Michigan English Language Assessment Battery) www.cambridgemichigan.org/melab Score
report of 80, and score report must be accompanied by an official letter from the testing coordinator.
o Successful completion of a previous undergraduate or graduate degree at an accredited college or
university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
o Score reports must be sent to Augsburg directly from the testing center.
o Score reports must not be more than two years old.
o Foreign Credential Evaluation: Augsburg requires foreign credential evaluation for any transcript(s) from
an institution outside of the United States.
Completion of an interview with a member of the program Admissions Committee.
An admissions representative is available to help interested applicants complete the following required
documentation:
o Completed Application for Admission Form
o Admission Application Fee through PSYCAS (see information about PSYCAS below)
o Personal/professional goal statement with a self-appraisal of qualifications for the profession
o Current Curriculum Vitae (CV) or resume (or career summary)
o Three completed Applicant Recommendation Forms
o Official transcripts from all post-secondary schools attended
On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be
considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral
study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions
committee, and approved by the Program Director(s).
Foundation Courses
The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or
better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of
these courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three
courses are required:
Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or
Masters degree in Psychology)
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Abnormal psychology, psychopathology, or maladaptive behavior
Statistics or research methods
Two additional courses in the field of psychology must also be completed.
Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree
program.
Application Process
Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application
service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use
PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in
the application: https://psycas.liaisoncas.com/.
Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however,
there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the
admissions process, an additional fee is charged for each additional application.
Committee Decisions
All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions
are final and are not subject to appeal.
Clinical Psychology Faculty
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Jeffrey Brown (2019). Director of Training, and Assistant Professor of Clinical Psychology. BS, MAEd, University of
Wisconsin-River Falls; PhD, Fielding Graduate Institute.
Mark Carlson-Ghost (2019). Program Co-Director and Associate Professor, Clinical Psychology. BA, St. Olaf College; PhD,
Wayne State University.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
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Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 78 Total Credit Hours
100 Out of Class Field Hours Required
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license.
Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
EED 524 - Foundations of Literacy (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
EED 550 - K-6 Methods: Math (3 CH)
EED 560 - K-6 Methods: Science (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 525)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 336 - Advanced Literacy Methods*
EED 341 - K-6 Methods: Art
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
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MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
100 Out of Class Field Experience Hours Required
K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for
grades 5-12 prepare teachers to teach at the middle and high school levels.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
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MAT with a concentration in Special Education
48 Graduate Credit Hours / 73 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism
spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an
inclusive education model. Under this model, students learn how to work closely with both special and general
educators to facilitate inclusion of special education students into the regular education classroom.
Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Foundations of Literacy (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 69 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
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Program Requirements
EDC 501 - Graduate Proseminar (1 CH)
EDC 511 - Tools of Inquiry (3 CH)
EDC 522 - Orientation to Education in an Urban Setting* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Methods: Literacy* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (2 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other
students may wish to enroll in additional graduate coursework based on interest. MAT students may take any course
offered at the 500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
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Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. If a student fails to maintain a 3.0 Augsburg cumulative GPA, they
may be dismissed from the graduate program. Students dismissed from the MAT program may still complete their
license in the Adult Undergraduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
Completed application form – augsburg.edu/gpe/
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from all institutions that went toward your Bachelor’s degree, and all transcripts of
relevant coursework thereafter, including graduate work.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
may be required in a secondary content area. When graduate coursework is met with a course exception, additional
graduate credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the
Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate
Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
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Academic Policies
Cumulative GPA Requirement
To complete the MAT program, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of University policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the University’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the
Augsburg Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate
degree in the MAE program (without a license)
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in basic skills, pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
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Schedule of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
Program Requirements
30-31 Graduate Credit Hours
The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and selfpoliticization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (10 CH)
EDC 501 – Graduate Proseminar (1 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Paideia Institute (2 CH)
EDC 5xx – Integrated Curriculum (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 5xx – Non-western Educational Traditions (3 CH)
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 5xx – Education and the Ecological Crisis (3 CH)
ESE 500 – Reading and Writing in the Content Area (3 CH)
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ESL 530 – Language, Culture and Schools (3 CH)
SPE 530 – Instructional and Behavioral Practices (3 CH)
SPE 510 – Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 – Culturally Responsive Pedagogy (3 CH)
EDC 5xx – Public Achievement (3 CH)
EDC 5xx – Out of School Pedagogies (3 CH)
EDC 5xx – Integrated Curriculum (3 CH)
EDC 5xx – Non-western Educational Traditions (3 CH)
EDC 5xx – Education and the Ecological Crisis (3 CH)
EDC 5xx – Grant/Professional Writing (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
ESL 530 – Language, Culture, and Schools (3 CH)
SPE 525 – Transition and Community (3 CH)
Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the
instructor. Since most courses have a culminating graduate assignment, students would notify their instructor that they
wish to complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the
inquiry project.
The inquiry project can be completed at any time in the program. The project completion will be introduced in EDC 501
(Graduate Proseminar) and discussed in greater detail in EDC 511 (Tools of Inquiry)
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
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graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements. All MAE students seeking an additional
license are required to enroll in EDC 501, Graduate Proseminar, in their first term.
When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional course work may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program
at Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective
will also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/MN American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
ESE 525 – Creating Learning Environments* (3 CH)
ESL 510 – History and Structure of the English Language (3 CH)
ESL 520 – ESL Literacy* (3 CH)
ESL 530 – Language, Culture, and Schools (3 CH)
ESL 540 – ESL Methods* (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
EDC 220 – Educational Technology
EED 326 – Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525)
ESL 310 – Second Language Acquisition
ESL 320 – Introduction to Linguistics
ESL 410 – ESL Testing and Evaluation
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*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 501 – Graduate Proseminar (1 CH)
EDC 522 – Orientation to Education in an Urban Setting* (3 CH)
EDC 566 – Diversity/Minnesota American Indians (3 CH)
EDC 533 – Learning and Development in an Educational Setting (3 CH)
EDC 544 – Learners with Special Needs* (3 CH)
EED 524 – Foundations of Literacy (3 CH)
EED 525 – K-6 Methods: Literacy* (3 CH)
EED 550 – K–6 Methods: Math* (3 CH)
EED 560 – K–6 Methods: Science* (3 CH)
SPE 510 – Implementing Assessment Strategies* (3 CH)
SPE 511 – Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 – Theory to Practice* (3 CH)
SPE 525 – Transition and Community* (3 CH)
SPE 530 – Instructional and Behavioral Practices* (3 CH)
SPE 540 – Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 – Chemical Dependency Education
MAT 137 – Mathematics for Elementary Teachers I
EDC 220 – Education Technology
EDC 330 and 332 – Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 – Practicum in Public Achievement
EED 326 – Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525)
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as
a graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted
in transfer.
Admission Requirements
Students admitted into the MAE programs must have:
A Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from your bachelor degree granting institution, and official transcripts of any relevant
coursework thereafter sent directly to the Admissions Office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the
program. Previous coursework taken at other universities is evaluated by the Department Chair during the admission
process. Some content area courses for secondary education students are evaluated by the content area department.
This degree audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses
may be required in a secondary content area. Should a graduate level course be met through course exception, those
graduate credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAE Program
Application files are reviewed by the graduate program director. Applicants are notified of the admission decision by the
Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 can request an admission committee be formed by written petition to the Graduate
Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at end of program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
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Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of University policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the University’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the University and the MAT program, students file a
Readmission form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
may be able to complete your field experience in your own classroom. If more than one course with field experience is
taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field
experience each require a total of 40 hours).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
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Credit
Most MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional
hours with the expectation of about 75 hours of independent study outside of class.
Schedule of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically meet
face to face every other week with online instruction during the alternate weeks. A few education courses and many
undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the
evenings. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Our Faculty
Jennifer Diaz, Assistant Professor of Education. B.S., M.S., Ph.D. University of Wisconsin-Madison
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota
Suzanne Gikas, Assistant Professor of Education. BA, Essex University; Postgraduate Degree, Centerbury, Christ Church,
UK; MA, PhD, Kent State University
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, University of Minnesota;
PhD, University of Minnesota
Audrey Lensmire, Associate Professor of Education. BA Indiana University; MAT National Louis University; PhD
University of Minnesota
Jason Michael Lukasik, Assistant Professor of Education and MAE Director. BA, MEd, PhD. University of Illinois at
Chicago
Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of
Minnesota
Joaquin Munoz, Assistant Professor of Education. BS, MA, PhD: University of Arizona
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University
Barbara West, Director of Student Licensure. BS, St. Cloud State University; MS, Syracuse University
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Master of Arts in Leadership
MA in Leadership Mission
The Augsburg University Master of Arts in Leadership views leadership as an interactive process between leaders and
followers working together to accomplish desired outcomes. The MA in Leadership program explores both the nature
and practice of leadership in a wide variety of organizational and community settings. To be effective, a leader should
possess an understanding of the contexts in which leadership occurs as well as an array of competencies. The program is
designed to help individuals develop their capacity to formulate a sense of vision, navigate changing environments, and
persuade and inspire others to act.
Program Learning Outcomes
Graduates should be able to:
Deepen and assess their self-knowledge as a leader and capacity to be a reflective practitioner
Recognize the interdependent relationship between leaders and followers
Understand and affirm the importance of cultural competence in leadership
Critically evaluate the theory, research, and practice of leadership in organizational and community settings
Diagnose and develop plans for navigating change
Formulate strategies to motivate others to achieve desired goals
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
ML 520 - Self-Identity and Values: Keys to Authentic Leadership
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ML 538 - Communication Skills for Leadership
ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as
well as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Responsible Leadership for the 21st Century
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
electives courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 539 - Communicating a Self in the Modern Organization
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
This seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Integrating the Theory and Practice of Responsible Leadership
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a
coordinated program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership
training via the Master of Arts (MA) in Leadership with the demand for business education through our Master of
Business Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
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Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an abbreviated
application for their second degree. The student must be finished with either the MA in Leadership or the MBA before
starting the second program.
Admission for both degree programs will be processed as the applications come in on an ongoing basis. Applicants must
hold a bachelor’s degree from a regionally accredited four-year college or university to qualify. Official transcripts from
the applicant’s undergraduate degree along with transcripts from any college or graduate work that was completed
after graduating are required, as well as a current résumé and two recommendations.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Integrating the Theory and Practice of Responsible Leadership
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
MBA 570 - Quantitative Decision-Making for Managers
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
Data Analytics
o MBA 572 - Data Programming
o MBA 573 - Predictive Analytics
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
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Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 570 - Quantitative Decision-Making for Managers
MBA 540 - Business and Professional Ethics
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Data Analytics concentration: MBA 572 and MBA 573
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Responsible Leadership for the 21st Century
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Integrating the Theory and Practice of Responsible Leadership
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Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the
additional degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students must complete an application form. Upon entering the MBA program, online quantitative skills
modules are required in five areas and must be completed before beginning the quantitative courses:
•
•
•
•
•
Statistics
Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
The Graduate Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of three Augsburg MA in Leadership
courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional
electives. All three courses may count toward an MA in Leadership. No more than one course may be double counted in
another Augsburg graduate degree program. Students who previously completed the Augsburg MBA degree are
exempted from ML 505. The normal application process is used for students who wish to pursue the certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership can be earned in this five-year program designed for students who wish to
qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all
requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership program schedule for the list of courses each year and
to the accounting program coordinator for a detailed academic plan. Students should meet with both the MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
Completed application form
Two letters of recommendation (one from a professor and one from an employer)
Personal statement
Example of applicant’s writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MA in Leadership program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MA in Leadership
program.
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For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership Program
Admission Requirements
Applicants to the program must have:
Bachelor’s degree from a regionally-accredited, four-year college or university
Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, admission may be possible as decided on a case-by-case basis.
Two years of experience (or equivalent) with one or more organizations in a position of leadership or position
demonstrating leadership potential is preferred.
Resume/CV
Application Checklist
The following materials must be submitted to the Office of Admissions:
Completed application form
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Recommendation letter from an immediate supervisor, assessing leadership potential
Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and
leadership potential
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/mal.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
director, be permitted to participate in commencement but will not receive a diploma until all courses are successfully
completed.
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Academic Probation and Dismissal Policies
Students must maintain a 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or F in a course, the student must petition
successfully with the MA in Leadership director before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
University policy (as published in the Student Guide). Dismissal would occur only after established procedures were
followed.
Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including
summer semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
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Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MA in Leadership, Augsburg University. Attorney at Law and Vice
President for Wells Fargo Bank (retired).
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the
MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
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Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to
envision new models of care across practice settings. Students select from two tracks of study—Transformational
Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and
responsibilities throughout the healthcare system and in emerging care settings in communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core Courses (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 541 - Politics of Health (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits)
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit)
NUR 520 - Research Methods in Nursing (3 semester credits)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
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knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Transformational Nursing Leadership track courses include:
NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits)
NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit)
NUR 521 - Transformational Nursing Leadership (3 semester credits)
NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care
Settings track courses include:
NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits)
NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits)
NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits)
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits)
NUR 523 - Theory, Practice and Research Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Graduate Field Project (2 semester credits)
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR
525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some
practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in
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practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on
experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater
understanding of organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health
Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England..
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Applicants to the Master of Arts in Nursing program must have:
An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
Evidence of up-to-date immunizations and Health Insurance Portability and Accountability Act (HIPAA) training
A Criminal Background check
A college level statistics course is required for progression in the program, but is not necessary for admission
Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation addressing the applicant’s character and ability for graduate study
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Current resume
An interview with graduate program faculty and/or staff members may be requested.
Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
(www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See
detailed information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester. NUR 523 and NUR 525 meet all Face-to-Face and students are
required to drive to Rochester and Minneapolis on a rotating schedule.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of
working adults. Fall and spring classes typically meet 6 times per semester for 5 hour periods. Some variation of class
schedules may occur. Summer classes may meet weekly for 5 hours for 7 weeks and others meet six times per semester.
Video conferencing technology using Zoom is used to connect students in Rochester, MN, with students in Minneapolis.
Some classes may use Zoom technology where students will Zoom from home. Some driving for class is required, as
students from Rochester will travel to Minneapolis one time per semester and students from Minneapolis will travel to
Rochester one time per semester, with the exception of NUR 523 and NUR 525. If weather is inclement, Zoom
technology is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN.
Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses.
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Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Staff
Sharon Wade, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a cohort model. One cohort a year will be admitted to begin in the fall term. Students can
choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a
practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months,
including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and
a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including
completion of the DNP project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and
practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease
health inequities that lead to unnecessary morbidity and mortality in communities.
Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission
(TCNCC) for advanced certification in Transcultural Nursing.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time, followed by a half-day morning seminar. Other courses are offered in an immersion format of
two days of class per semester with three half-day seminars. Some of the classes will incorporate Zoom technology.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning
site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing using Zoom technology is used
for some of the classes and for distant students. However, students must be prepared to drive to Rochester and/or
Minneapolis for class at least once per semester. If weather is inclement, Zoom technology is used.
65
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour =
2 semester credit hours =
3 semester credit hours =
45 clock hours of practicum time per semester
90 clock hours of practicum time per semester
135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice
interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion
of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the
seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final
seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout
the program. The student’s scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP-TCN
Applicants to the Doctor of Nursing Practice TCN program must have:
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
A current Curriculum Vitae
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Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health in Membership.”
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
A successful, personal interview with Augsburg Nursing faculty
The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student
must petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for
the student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be
dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
67
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Kristin McHale, DNP, RN, Assistant Professor of Nursing, Director of the BSN Program, Rochester.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Staff
Sharon Wade, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead
change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced
autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural
nursing, integrative healthcare practices, transformational leadership, and health assessment.
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor
of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative
primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful,
just, and collaborative actions that uphold and improve human potential.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Integrate scientific evidence based guidelines into clinical practice.
Program Structure
The program is structured to admit students beginning each fall semester. Students take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 56 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (56 semester credits) constitute the DNP/FNP program. Didactic classes, structured
practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500
level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum
course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion
models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent
morning. Other courses are offered in an immersion format of two days of class per semester with 3 half-day seminars.
The FNP courses (final two years of study) are offered on Monday and Tuesday or Thursday and Friday, approximately
six times a semester, class time hours will vary. Web-based assignments are integrated into all classes through Moodle.
Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses
may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context
and course content and a set number of practicum hours are condensed into seven to fourteen days.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for
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Healing, 6415 West River Road NW, Rochester, MN. Video conferencing using Zoom technology is used for some of the
classes. However, students must be prepared to drive to Rochester and/or Minneapolis for classes. If weather is
inclement, Zoom technology is used.
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 405 practica hours for the
DNP portion and 675 hours for the clinical portion.
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing to complete the required 405 hours for the DNP portion.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
In a 15-week semester, practicum hours are computed as follows:
1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 405 which equals 9 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 24.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A
detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Final DNP/FNP Project
Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout.
The student’s scholarly project is planned in collaboration with a major faculty advisor.
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For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
Applicants to the Doctor of Nursing Practice FNP program must have:
A completed application form and payment of application fee.
An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
A minimum of five years active and current clinical practice as a Registered Nurse.
Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or
DNP program.
Three professional letters of recommendation.
A 2-3 page professional essay responding to a posted question on the admission application.
Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
A current Curriculum Vitae.
Successful personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P).
Evidence of up to date immunizations per Department/University requirements
Evidence of HIPAA training.
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current as of April 2018 and are subject to change.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg University. Additionally, internationally-educated applicants may request the Commission on
Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the
Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and
demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
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Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per semester.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Assistant Professor and Director of the Augsburg Central Health Commons.
Kaija Freborg, DNP, RN, Assistant Professor of Nursing. Director of BSN program Minneapolis.
Michelle Higgins, DNP, MSN, FNP, Instructor.
Cheryl Leuning, Phd, RN, Professor of Nursing.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
MAN and DNP-TCN Programs.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing.
Lisa Van Getson, DNP, FNP, Assistant Professor, Director, DNP-FNP Program.
Staff
Sharon Wade, Nursing Programs Coordinator.
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Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP
accredited program that is a rigorous educational experience. The Augsburg MBA is practical and “hands-on,” focusing
on applicable skills and knowledge designed to increase your ability to think critically, analyze data, recognize trends and
take the appropriate action. Toward the end of the program, Augsburg MBA students work on a consulting project for a
business organization or social entrepreneur. Students are divided into groups of four or five and write strategic,
business and marketing plans for the organization or entrepreneur. In the past 15 years, students have written plans and
made recommendations for facility expansions, new products, and new marketing programs. In the end, the MBA teams
present their final recommendations to the CEO and the leadership team.
The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a
faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects
Augsburg’s mission of developing leaders grounded in values, purpose, and vocation.
The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules: Personal and
Professional Development, Quantitative Decision Making, and Value Creation, all built on a foundation of ethical
decision-making. The students write their own personal development plan focusing on their core strengths, core
convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. We
encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of
the world through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. Our MBA graduates make a difference. We invite you to become
part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.D.
Interim Director, Master of Business Administration Program
MBA Mission - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions on their organization and on the world.
Accreditation
The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic , highly competitive global economy. The curriculum has been designed to teach
students the ability to analyze data, think critically, and apply innovative solutions to complex problems. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines.
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Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from one another, mentor each other, and develop their own career development
plan based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in
teams on projects, case studies, presentations, and Harvard Business Review simulations, both inside and outside of
class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand
your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and
academic abilities.
MBA students bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
Course(s) must be taken at an approved, regionally-accredited institution.
Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge
and understanding of the core course material, and is properly prepared for any future core or elective course for
which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the
course appear on academic transcripts.
Academic Calendar
The Augsburg MBA is a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time. The program is
designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the
MBA department.
The Faculty-Led International Experience
Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience.
This trip is taken in conjunction with either MBA 565 - Managing in a Global Environment or MBA 595 - Strategic
Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures,
and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities
during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition
(for the course selected), lodging, and travel in-country, as well as some meals.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
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A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration
courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
Semester 3:
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
MBA 580 - Management Consulting Project (begins in semester 6)
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, or Entrepreneurship.
Data Analytics Concentration
MBA 572 - Data Programming
MBA 573 - Predictive Analytics
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneur concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
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Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and
Transformation. SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595
Strategic Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and
Master of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts
begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester,
cohorts begin in September and May.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may include the MBA
program director, Business Administration Department faculty, and Office of Admissions staff.
Admission Requirements
Applicants to the MBA program must have:
Bachelor’s degree from a regionally-accredited four-year institution
Minimum of two years of relevant work experience is preferred
Personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissions:
Completed application—Apply online at www.augsburg.edu/mba
Two personal statements
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
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Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg University. All students must complete the Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible. When the
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B77
MBA Faculty
Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Associate Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future
of creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
Teaching
Publishing
Features
Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising.
The program includes three summer residencies.
Fall and Spring Semesters Online
The first and second residencies are each followed by two off-campus semesters of work with faculty mentors in virtual
classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in a Mentorship and
Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of
craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in
the fourth. Cross-genre work is allowed and encouraged.
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Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
First Year
o Summer Residency I (6 credits), held for ten days on the Minneapolis campus, includes a workshop in the
student’s declared genre, as well as readings and lectures. To earn credit for the residency, students must
complete reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted
remotely, via computer, phone, and/or mail. Students work closely with their mentor and other writers in their
declared genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days on the Minneapolis campus, and including a workshop in the
declared genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from
their thesis (students should prepare for this work during their second year). To earn credit for the residency,
students must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading semesters instead of the standard four. At least four of these
semesters should be used to study the student’s declared genre.
Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this
option has students completing at least five mentored and reading semesters, including three in the student’s
primary declared genre and at least two in a different genre.
Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as the director’s approval is required.
Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside
a traditional or extended/mixed genre course of study. The career concentration courses are also available as postMFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
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select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
Course Listing
ENL 531 - Residency in Creative Writing: Fiction
ENL 532 - Residency in Creative Writing: Nonfiction
ENL 533 - Residency in Creative Writing: Poetry
ENL 534 - Residency in Creative Writing: Screenwriting
ENL 535 - Residency in Creative Writing: Playwriting
ENL 536 - Residency in Creative Writing: Multi-Genre
ENL 541 - Mentorship and Critical and Creative Reading: Fiction
ENL 542 - Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 - Mentorship and Critical and Creative Reading: Poetry
ENL 544 - Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 - Mentorship and Critical and Creative Reading: Playwriting
ENL 546 - Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 - Craft Paper: Fiction
ENL 548 - Craft Paper: Nonfiction
ENL 549 - Craft Paper: Poetry
ENL 550 - Craft Paper: Screenwriting
ENL 551 - Craft Paper: Playwriting
ENL 552 - Craft Paper: Multi-Genre
ENL 553 - Thesis: Fiction
ENL 554 - Thesis: Nonfiction
ENL 555 - Thesis: Poetry
ENL 556 - Thesis: Screenwriting
ENL 557 - Thesis: Playwriting
ENL 558 - Thesis: Multi-Genre
ENL 559 - Thesis
ENL 561 - Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 - Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 - Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 - Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 - Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 - Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
ENL 527 - Publishing I
ENL 528 - Publishing II
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative
GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally
into the program based on the strength of their writing samples.
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Applications Must Include
Completed online application
One letter of recommendation
A personal essay
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample:
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script/playwriting format
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public
lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality
(fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality
(playwriting).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft
paper and thesis courses carry two credits each.
To include a concentration in Teaching or in Translation in the MFA, students must complete 10 courses or 50 credits.
For the MFA with a concentration in Publishing, students must complete 11 courses or 54 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg University MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
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approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of
Library & Information Science, San José State University, San José, CA.
Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, Associate Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas,
Austin.
Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction,
Bennington College.
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Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University-Mankato.
Faculty Associates
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013, 2020
Creative Nonfiction
John Medeiros, 2020
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
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Ken Rance, 2015
Bill Wheeler, 2014
Christina Lazaridi, 2013
Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
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Master of Music Therapy
MMT Mission
To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique
learning experiences that allow them to discover and realize their full potential. To engage students in life changing
experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health,
healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s
degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands
of healthcare.
Program Overview
Degree requirements
The MMT degree program is designed for music therapists who are currently board certified and who wish to continue
their education and advance their level of practice. The program is a 36 credit program with core music therapy courses,
courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest.
Core Music Therapy Courses – 24 credits
MUS 510 - Advanced Music Therapy Theory (3 credits)
MUS 511 - Advanced Music Therapy Practicum (0 credit)
MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits)
MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits)
MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits)
MUS 530 - Music Therapy Ethics (2 credits)
MUS 535 - Music Therapy Supervision and Professional Development (2 credits)
MUS 540 - Music Therapy Research I (3 credits)
MUS 545 - Music Therapy Research II (3 credits)
MUS 595 – Thesis or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 554 - Advanced Music Therapy Clinical Improvisation (3 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
Thesis or Final Project
Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both
subject to approval by the program director.
Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
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Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is designed to be completed in two and a half
years. The equivalency courses include the following:
MUS 271 - Introduction to Music Therapy (2 credits)
MUS 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credits)
MUS 375 - Music Therapy Practicum (1 credits)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and
Equivalency Plus), as well as the course listed below.
MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits)
MUS 232 History and Literature of Music, 1750 to Present (4 credits)
Plan of Study
There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy. They follow the master of music therapy track. The second track is for individuals that hold a
bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track. The third is for individuals
that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency
Plus+ Master of Music Therapy track.
Admission to MMT
Online Application
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
2 letters of recommendation (can be submitted online through the application-please have your recommenders
email addresses when you begin the application).
Proof of Board Certification
An Audition (this can be taped or live) ten to fifteen minutes of your best instrument(s).
Essay-(can be submitted as part of the online application) no longer than three pages addressing the following
questions.
Describe your goals as a music therapist and how an MMT degree will help you reach those goals.
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Tell about a moment that helped encourage you to begin a career in music therapy.
As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you
qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life?
Please note that you can upload your essay directly into the online application. You may also input the names and emails
of your recommenders and the system will send them a link to directions and the checklist we request they fill out for
you.
If not submitted with the online application, materials need to be sent to:
Augsburg University
Graduate Admissions, CB 65
2211 Riverside Ave S.
Minneapolis, MN 55454
or emailed to gradinfo@augsburg.edu
For Academic Policies, please see Academic Policies.
Accreditation and Affiliation
Augsburg is regionally accredited by:
The Higher Learning Commission
The Master of Music Therapy Program is accredited by:
National Association Schools of Music (NASM)
American Music Therapy Association (AMTA)
MMT Faculty
Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME-MT, Wartburg College; MS, Iowa
State University; PhD, University of Minnesota.
Debbie Bates, Instructor.
Kimberly Donley, Instructor.
Nancy A. Jackson, Instructor.
Juyoung Lee, Instructor.
Dawn McDougal Miller, Instructor.
Emma Moonier, Instructor.
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg University PA Program is based on a foundation of respect and sensitivity to persons of all
cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated
in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program
promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development.
Accreditation
At its June 2019 meeting, the Accreditation Review Commission on Education for the Physician Assistant Inc. (ARC-PA)
placed the Augsburg University Physician Assistant Program sponsored by Augsburg University on AccreditationProbation until its next review in June 2021.
Probation is a temporary status of accreditation conferred when a program does not meet the Standards and when the
capability of the program to provide an acceptable educational experience for its students is threatened.
Once placed on probation, programs that still fail to comply with accreditation requirements in a timely manner, as
specified by the ARC-PA, may be scheduled for a focused site visit and/or risk having their accreditation withdrawn.
Specific questions regarding the Program and its plans should be directed to the Program Director and/or the
appropriate institutional official(s).
Chair and Program Director Dr. Alicia Quella (phone: 612-330-1325, email: quella@augsburg.edu)
Read the program’s response to the accreditation status.
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies.
Approximately 15 months of the program is didactic, or classroom work, including courses in human gross anatomy,
pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues.
In addition, clinical practice seminar is a small-group, case-based course that offers the unique opportunity to integrate
and apply material from each of the courses to real-world patient cases. There are also hands-on activities that promote
the development of practical skills through the use of simulated patients, technical skills workshops and labs.
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of practice
settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is
designed to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and potentially beyond.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 27-month length of the program.
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PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 542 - Professional Issues
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Fall
PA 6XX - Clinical Rotations 1, 2, 3
Spring
PA 6XX - Clinical Rotations 4, 5, 6
YEAR 3
Summer
PA 6XX - Clinical Rotations 7, 8
PA 62X - Preceptorship
PA 690 - Capstone
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process.
Qualified applicants will have:
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Bachelor’s degree (in any major) from a regionally-accredited four-year institution
Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
Completed the Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the PA Program, you must have completed the prerequisite courses listed below. These
courses must have been completed within 10 years of the year you are applying for admission.
The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited twoyear or four-year college or university (within the timeline specific to your degree status as defined below).
One full course of psychology
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of statistics
One course of medical terminology
*Labs are recommended but not required.
Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE, PA-CAT and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application.
We recommend at least 2000 hours of paid, direct, hands-on clinical patient care to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
Demonstration of a commitment to, and involvement with, underserved communities
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted
by August 1.
Selection Process
Competitive applicants will be reviewed by the admissions committee.
The admissions committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science
GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning
disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
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As the committee completes application review, candidates are selected for an interview. The interviews are generally
conducted during the fall months. Candidates come to campus to interview with program faculty, staff, and current
students, and to view the classrooms and labs.
As interviews are completed, seats in the incoming class are offered. A list of alternates will be selected in January to fill
seats that accepted candidates may not claim.
Accepted candidates must complete and pass a background check prior to matriculation and annually through the
program.
Academic Policies
To access additional information pertaining to program policies, please reference the current student handbook.
Technical Standards
All PA students must possess those intellectual, ethical, physical, and emotional capabilities necessary to undertake and
achieve levels of competence in the full curriculum required by the faculty. A stated intention to only practice in a
narrow field of medicine does not alter the requirement that all students take and achieve full competence across the
entire curriculum.
Essential characteristics and abilities prescribed here are requisite for admission, promotion and graduation from the
program. All matriculates, students and graduates must meet all prescribed essential characteristics and abilities, either
with or without reasonable accommodations.
The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to
render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by the PA Program at Augsburg University must have, with or
without reasonable accommodation, multiple abilities and skills including: perception/observation, communication,
motor/tactile function, cognition, and behavioral and social attributes.
Perception/observation
Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:
Small group discussions and presentations
Large-group lectures
One-on-one interactions,
Demonstrations (physical exam maneuvers)
Patient encounters (at a distance and close at hand)
Written material (powerpoints, textbooks, and readings)
Audiovisual material (slides, medical videos)
Communication
Students must be able to skillfully communicate (in English) verbally and in written form. These communication skills
must enable the candidate to obtain a medical history in a timely fashion from a wide variety of patients, and to
communicate effectively, efficiently and sensitively with faculty, fellow students, all members of the health care team,
other professionals, patients and their families. The student must be able to produce a written write-up in the clinical
rotations, which includes patient history, physical exam and assessment. Also, the candidate must be able to
comprehend written material sufficiently well to understand accurately common medical records, laboratory reports,
and pharmacological prescriptions.
Specifically, students are expected to:
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Received communication
Observe changes in mood, activity and posture
Perceive nonverbal affective and gesture communication
Elicit information
Convey information
Clarify information
Create rapport
Develop therapeutic relationships
Demonstrate competencies
Motor/tactile function
Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and
to:
Attend (and participate in) classes, groups, and activities which are part of the curriculum
Communicate in a written format
Dissect cadavers
Examine gross specimens in gross anatomy and pathology laboratories
Prepare microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and pathologic
states (e.g., streak plates, perform gram stains and use a microscope) necessary for such studies
Observe gross and microscopic structures necessitates the functional use of the senses of vision and touch and is
enhanced by the functional sense of smell
Perform a complete physical examination, including observation, palpation and percussion and auscultation
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Perform basic laboratory tests, using a calculator and a computer, placing electrodes and reading an EKG, and
interpreting common imaging tests
Function in outpatient, inpatient, and surgical venues (standing in a sterile environment and gown while actively
assisting the surgical team)
Move in the clinical setting so as to act quickly in emergencies
Perform clinical procedures such as, but not limited to, the following: pelvic examination, genital examination,
digital rectal examination, drawing blood from veins and arteries and giving intravenous injections, basic
cardiopulmonary life support, spinal puncture, suturing and wound care, casting/splinting, and simple
obstetrical procedures
Cognition
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature and individual teaching settings and
in clinical settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
Rational thought
Measurement
Calculation
Conceptualization
Analysis of information
Synthesis of information
Organization of information
Representation (oral, written, diagrammatic)
Appreciate three dimensional spatial relationships among structures
Appreciate logical sequential relationships among events
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Memory
Application
Clinical reasoning (form and test hypotheses in order to enable effective and timely problem-solving in diagnosis
and treatment of patients)
Ethical reasoning
Sound judgment
Behavioral and Social Attributes
Students must possess the emotional health and maturity required for the full utilization of their intellectual abilities, for
the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of
patients, and for the development of effective relationships with patients. Candidates must be able to tolerate
physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments,
display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In
summary, PA students must be able to:
Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and
dedication
Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients
Develop mature, sensitive, and effective relationships, not only with patients but with all members of the
Augsburg community and healthcare teams
Tolerate physically, emotionally, and mentally demanding workloads
Function effectively under stress, and proactively make use of available resources to help maintain both physical
and mental health
Take responsibility for themselves and their behaviors
Positively represent the Augsburg University PA Program and the PA Profession
Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate on the basis of race, color, religious belief, national or ethnic origin, age, disability,
gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with
regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and
loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
Alternative testing (extended time, limited distraction)
Assistive technology
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Alternative format textbooks and course materials
Notetaking support
Housing accommodations
Classroom accommodations
Some Examples of Disabilities
Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
Accessing accommodations is an ongoing and interactive process where information can be gathered from the student
and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We
prefer students to present any documentation that describes their disability and the impact on educational experiences
directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053.
Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program
must complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be
considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg
PA Program will not substitute for any part of the clinical phase.
Employment while in the Program
Program faculty discourage outside employment while in the Augsburg PA Program. Faculty recognize that employment
may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered
due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician
assistant students’ learning progress or responsibilities while in the program.
Withdrawal Policy
A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program after submission
of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances
and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to
leaving the program. All students are further advised to follow the university catalog procedure for withdrawal from the
University.
Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies.
Please review official withdrawal deadlines on the registrar website for questions on tuition refunds.
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Readmission Policy
Readmission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely
unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program.
The process of applying for Readmission is the same process for general admission into the PA Program through the
Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental Application.
Additionally, at the time of application, the applicant must submit a letter outlining the reason for requesting
readmission directly to the PA Program Director. Augsburg University PA Program does not offer advanced placement to
any student.
For the full readmission policy and reapplication process, please contact the program.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial.
PA Program Faculty
Vanessa Bester, EdD, MPAS, PA-C, Associate Director, Assistant Professor.
Jenny Kluznik, MPH, MPAS, PA-C, Academic Coordinator, Assistant Professor.
Ryane Lester, MPAS, PA-C, Instructor.
Holly Levine, MD, Medical Director, Assistant Professor.
Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Skye Peltier, MPH, MPAS, PA-C, Instructor.
Amanda Perkins, PharmD, Instructor.
Alicia Quella, PhD, PA-C, Program Director, Clinical Associate Professor.
Eric Van Hecke, MPAS, PA-C, Instructor.
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg University will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
MSW Mission
Our mission is to develop competent social work professionals for advanced multicultural practice which promotes
social justice and empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations,
approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month
program.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through August. Classes typically
meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed
during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed
at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar.
Class Periods
Classes meet in 2-4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on
campus in a summer term (May-June), with the expectation that students engage in hybrid online learning activities
between on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
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Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, students are introduced to social work as a profession. Students learn
both historical and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, students study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum students apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with enrollment in two field seminar courses. The full
foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before
beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed.
Concentration Curriculum
After completing the foundation requirements, students enroll in the concentration curriculum that they selected at the
time their application to the program. Students also complete an advanced field practicum. Augsburg offers two
concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration,
students deepen their knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques.
In the concentration curriculum, students apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to their chosen concentration and is completed
concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a
portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, macro social work practice directs energy toward changing agency, government, and
institutional policies that obscure or oppress people. Social work leaders must advocate for social change where
necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro
Practice concentration responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, students
learn the knowledge and skills necessary to work with others to achieve needed social change. They also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
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Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid
portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative
documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
Summative Evaluation Project (MCMP students)
All social workers must evaluate their practice to determine whether they are helping or harming clients. While in
the concentration practicum, MCMP students will design and implement a program evaluation for their summative
project. This project requires integration and application of knowledge and skills from both the foundation and
concentration curricula. Students develop their research while in their field internship and are advised by their field
seminar professor. Students conduct and present this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a B- grade and with a cumulative GPA of 3.00 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and
complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
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SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 506 - Practice Methods and Skills 2: Groups and Families*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only)
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP)
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP)
SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP)
SWK 660 – Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP)
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 - Multicultural Macro Practice Policy
SUMMER
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SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice (MCMP) Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
SWK 699 General Elective
Students in both concentrations complete at least one general elective course.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg University and the
University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities.
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In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
Foundation or advanced standing coursework
Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
Complete a minimum of ten MBA courses after completion of the MSW degree.
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. MBA application materials include: completed
application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the
MBA program director. Admission to one program does not guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
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MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and
qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the
MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice
of alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic
assessments, individual, family and group treatment once they are appropriately licensed.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field
internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880
internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880
field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN
Board of Behavioral Health and Therapy.
Admission to MSW
The Augsburg University MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
Bachelor’s degree from a regionally-accredited college or university
Cumulative undergraduate GPA of 3.0 or higher
Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
Completed application form
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts
are required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Liberal arts prerequisite coursework including four social science, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
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Two recommendation checklist forms, with letters attached, submitted online
Typed personal statement responding to the questions noted on the application form
Results of the TOEFL language tests, if applicable
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B or higher in order to receive a
waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.00, the
student may be dismissed from the program. Students are retained in the program who can:
Maintain expected grade point average (3.00 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of B- will count toward the degree. Courses with a grade below B- must be
repeated. No more than two courses can be repeated. If a student receives a grade below B- in a field course, the MSW
director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW
Program Internship Placement Tracking website.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
105
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook.
Program Costs
In addition to tuition fees, students can also expect to purchase textbooks and student liability insurance when in a field
placement. There may also be additional fees associated with short-term study abroad electives.
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
MSW Faculty
Laura Boisen, Professor of Social Work. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State
University; PhD, University of Minnesota.
Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Professor of Social Work, BSW Program Director. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington
University in St. Louis; MHA, University of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work, MSW Field Coordinator. BA, Hartwick College; MA, Columbia University;
MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota.
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Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Visiting Faculty
Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Emily Glynn, MSW Program Coordinator
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Ann B. Ashton-Piper
Sylvia Bartley, PhD
Karen A. Durant ’81
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
Diane L. Jacobson, PhD
Eric Jolly, PhD
Mark Johnson ‘75
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, JD
Steven E. Larson ’72, MD
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
Rachel Pringnitz ‘02, ‘07 MBA
Bishop Laurie Skow-Anderson, ex officio
John Schwartz ‘67
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. David L. Tiede, PhD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Show less
Augsburg University 2020-2021 Course Descriptions (as of 7/13/2020)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and me... Show more
Augsburg University 2020-2021 Course Descriptions (as of 7/13/2020)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and
fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral
considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
1
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and
behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability and Statistics I),
MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of
MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I),
MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance),
MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial
Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics),
MKT252(Principles of Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
2
Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
3
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles
and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on
films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in
film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be
taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
4
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to
perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
5
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS305(Indigenous Issues of Central America)
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess
figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important roles in society by examining a
variety of cultural issues as they are presented through documentary and fiction films made by and about Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
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Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
7
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
8
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
9
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
10
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
ART210
Drawing for Design in Architecture
11
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART226
Artist Workshop
12
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press-Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
13
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Class lectures, discussion and projects examine the use of the figure in art, anatomy,
proportions, space, and linear, value and gestural studies. Emphasis is on both skill and individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration
of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
14
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Mid-Program Portfolio Review
2 Semester Credits
15
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
16
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
17
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
18
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
19
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
20
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
21
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
22
traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws
from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
23
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is
required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the
Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
24
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both
BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO121.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO
151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
25
Evolution, Ecology and Diversity
4 Semester Credits
An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L
is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO253.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required.
26
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
1 Semester Credits
Four hour lab taken concurrently with BIO255.
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study: Research in Biology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
27
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
28
Four hour lab taken concurrently with BIO361.
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
29
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
BIO425
Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255L(Completed with
C- grade), BIO255L(Completed with L grade); BIO152(Evolution, Ecology and Diversity), BIO255(Genetics)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO440
Plant Physiology
30
4 Semester Credits
An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the
processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic
stressors on plant physiology will be discussed. Concurrent registration in BIO440L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO440L
Plant Physiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO440.
Core Curriculum Component: None
Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory
Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
31
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
32
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology), BIO255(Genetics)
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
Concurrent registration in BIO486L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
33
BIO486L
Immunology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO486.
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
Several important biological issues that have ethical and societal implication and ramifications are explored, including
the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal
challenges faced by scientists. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
1 Semester Credits
Core Curriculum Component: None
34
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
35
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management),
MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
36
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
37
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS495
Topics
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
39
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
40
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
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Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
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CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
43
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
44
This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
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COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM111
46
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
48
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
Course explores the skills, research and forms of communication common in business and professional careers. Students
will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional
communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales
speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also
includes common uses of social media research, organizational communication theory, power and communication
structures, and the styles and techniques of effective management/leadership.
Core Curriculum Component: None
49
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods)
COM355
Small Group Communication
4 Semester Credits
50
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
51
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
53
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to
Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
54
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC310
Introduction to Data Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of
CSC352(Database Management and Design), MIS270(Data Management for Business)
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC345
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Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC443
Software Engineering
4 Semester Credits
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An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC450
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4); CSC320(Algorithms), CSC345(Principles of Computer
Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC499
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Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): DAK111(Beginning Dakota I)
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
60
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
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2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), MIS379(Quantitative Methods for Business and Economics); ECO112(Principles of Macroeconomics),
ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
ECS – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
4 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
65
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
66
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC295
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
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EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License (12-14 weeks)
8 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits)
EDC482
Student Teaching: Endorsement
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits)
EDC483
Student Teaching: Initial License in PE, Music, Art, or ESL
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
69
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC501
Graduate Pro-Seminar
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
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Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
Core Curriculum Component: None
Prerequisite(s): None
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EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
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content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of "who am I as a leader".
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC571
Navigating Change in Education
3 Semester Credits
This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
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EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC596
Early Career Teacher Seminar
2 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
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centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
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Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
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Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Foundations of Literacy
3 Semester Credits
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An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the University. The minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
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determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
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The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
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ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include "Shakespeare on Page, Stage, and Screen," "Tolkien’s Life, Times, and Works," "The Cinema of Orson Welles,",
"Mark Twain in the 20th Century," and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include "The Heroic Journey," "Literature and Landscape," "Utopian Visions," and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include "History of Mystery Fiction," "The Short Story," "Sports and
Literature," "Victorian Thrillers," "The Musical on Stage and Screen," and others. Check the departmental Web page for
the title of a given section.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include "Cinema and Sexuality,"
"Strategies in Reading the Novel," "Challenging the Gaze," "Language and Society," and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
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Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
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are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II),
CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus),
MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for
Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics),
MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL
Transfer Course), SCI110(Natural Science I)
ENL329
Screenwriting II
4 Semester Credits
In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature
or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to
gain a better understanding of the aesthetics, craft, and form of screenwriting.
Core Curriculum Component: None
Prerequisite(s): ENL229(Screenwriting)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include "the
enchantment of evil"; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include "Mysteries and Moralities," "London Onstage," "The Empire Strikes Back," and
"What Is My Nation?" Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
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Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
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Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
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A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include "Classical Theaters," "Spanish and Latin American Drama from the Renaissance to the Present," "Social
Issues in Contemporary World Drama."
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
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ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include "The Beats," "American Indian Writers Speak," "The Unteachable Novel," "Studies in
the American Romance," "Black and White and Red All Over: Film Noir, Communism, and Race," and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
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United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include "Is There a Gay Literature?" "Realism Reconsidered,"
"Cognition, Meaning and Interpretation," "Eco-criticism and the Nature of Reading," "Readings in Theory," and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
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techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): None
ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a
major literary work.
Core Curriculum Component: None
Prerequisite(s): None
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): None
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
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A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
100
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
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Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(MFA Director Approval)
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL541(Corequisite for first registration in ENL553) *concurrent
registration is required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL542(Corequisite for first registration in ENL554) *concurrent
registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL543(Corequisite for first registration in ENL555) *concurrent
registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
104
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL544(Corequisite for first registration in ENL556) *concurrent
registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL545(Corequisite for first registration in ENL557) *concurrent
registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL546(Corequisite for first registration in ENL558) *concurrent
registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
105
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
107
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues in the United States or
various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies
courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the
major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
108
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
109
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
ENV490
Environmental Studies Independent Project
110
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social
Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
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ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
112
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
113
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
115
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
116
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
117
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
118
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
119
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
120
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
121
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
122
Core Curriculum Component: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
123
FLM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
124
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
125
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
126
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
127
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
128
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
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Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
130
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed
into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of C- or better.
Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
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GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
132
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
A Global History of Europe Since 1750
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
Decolonizing Asia and Africa
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
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Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. Themes include the
legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white
conflict and collusion, the enslavement of African Americans, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty? 19th Century U.S. History
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the 20th Century U.S.
4 Semester Credits
A survey of United States history from 1900 to the present that focuses on gender, race, and class and struggles over the
meaning of democracy. The course will introduce historical thinking using the "IGRASP" methodology (Inquire / Gather /
Reflect / Analyze / Synthesize / Present) and disciplinary-specific habits of mind.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
134
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
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Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
136
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
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HIS234
Early Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
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4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS300
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
139
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
4 Semester Credits
140
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
141
HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary
Germans," including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS354
Cultures of Empire: A Multinational Britain
142
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS361
Hellenistic Greece and Rome
143
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
144
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of the Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
145
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS400
Research Seminar
4 Semester Credits
146
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS499
Independent Study
4 Semester Credits
147
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HON – Honors
HON100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in
another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENL101(Effective Writing I), WPL(Writing Placement Level), WPL(Writing Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Concurrent registration in
HON120L is required. (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested.
148
Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses
in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HON221
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts
events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
149
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key
national or global issue. Concurrent registration in HON240L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen);
HON240(Science, Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 260.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the University, this seminar explores themes of leadership and service in the
public context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
150
0 Semester Credits
This course will only be used for student created learning experiences that fulfill the Recreational Wellness requirement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 450.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON495
151
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
152
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
153
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
154
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical
Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
155
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
156
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course. Concurrent registration in HPE351L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
157
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
158
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
159
HPE452
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
160
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
161
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion,
Vocation, and the Search for Meaning I+II) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the
Search for Meaning I) *concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
162
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
163
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
164
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
165
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
166
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
167
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
168
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
169
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
170
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST205
171
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
172
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
173
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
174
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to
integrals. Concurrent enrollment in MAT145L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals,
differential equations, infinite series, and polar curves. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
Calculus II Lab
0 Semester Credits
Concurrent enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
175
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding
the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation,
experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern
computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or
Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have
successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Students who have completed MAT271 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT199
Internship
4 Semester Credits
176
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus any
theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data
management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating
animated Gifs.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT252
Exploring Geometry
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4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT273
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of
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ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. Focuses on theoretical structures.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended
for students with some background in elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
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COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring
Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History
of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT491
Mathematics Colloquium
0 Semester Credits
181
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures))
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts
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and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBA535
International Finance
3 Semester Credits
183
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use
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case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory,
persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
185
Predictive Analytics
3 Semester Credits
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is
designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in
preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self awareness and discovery of
leadership styles, traits and abilities. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
186
MBA595
Strategic Management
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
187
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the
concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an
introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a
credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent).
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness and Wellness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical,
intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a
Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze
their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer,
and other diseases will also be discussed. This course may be used to fulfill both the health and physical education
requirements for the A.A. degree.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making
strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate
and defend solutions and decisions.
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
188
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Level Mathematics - Specter
4 Semester Credits
IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college
level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a
basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of
rational expressions, inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Introduction to Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical
and experimental findings and applications. Topics include research methodology, the nervous system, perception,
cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their
treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures,
styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation.
Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
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Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture,
architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in
the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will
be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
190
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1112CE
Ethics
3 Semester Credits
IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of
these theories, addresses some current contentious topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) Emphasizes critical writing, reading, and thinking with
attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of
college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the
use of sources; and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
191
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1130CE
Introduction to Biological Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology
field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is
the study of our collective human origins. Students will accomplish this through three main areas: study of biological
evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral
practices; and by examining hominid evolution from groups beginning four to five million years ago through today as
they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and
lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications
impact our evolution and environment today.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
Introduction to World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the
major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following
main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in
global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the
politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related
institutions and processes, public policies and social scientific theory while examining their own political values,
experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) Emphasizes textual analysis of primary and
secondary sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
192
MDC1146CE
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of
its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a
discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout
history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a
framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
3 Semester Credits
IHCC Equivalent: ENG 1114 The Research Paper (3 sem cr) Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective
leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and
versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers,
and supervisors the opportunity to synthesize their individual and organizational potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
3 Semester Credits
IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history
and problems of philosophy, such as theories of knowledge, reality, value and society.
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and
perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American
government, family, education, religion, and the economy.
193
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and
stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the
information on improving skills in each area is presented, the student will develop a plan for implementation. The course
will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases,
and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to
death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity
to confront and explore personal attitudes and feelings.
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in
the United States. We will cover the history of urban politics and development, the basic institutions and processes,
major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated
poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the
course, we will examine both how politics works within cities and regions as well as how state and federal policies have
affected local governments over the past several decades. The emphasis will be on grasping the basics of local and
regional government and politics, and on developing a critical perspective on cities and contemporary urban and
regional problems.
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
194
4 Semester Credits
IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political
institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of
state legislatures, governors, courts, and political parties, including the nomination and election process of state and
local officials. Overall the course emphasis will be on the Minnesota political system.
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an
appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be
selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and
scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic
probability and normal distributions.
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
3 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government
3 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
195
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own
unique voice, dramatic presence, and the power of connecting with others through story using the works of William
Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and
speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the
student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity,
exploring their voices, and expanding their imaginative and empathetic powers.
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
196
Educational Internship
3 Semester Credits
IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help
tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and
interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of
writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants
submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5
lessons they actually executed with their tutees.
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
3 Semester Credits
IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in
society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social
responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance,
information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise.
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
3 Semester Credits
IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact
business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods
under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and
employment law.
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
3 Semester Credits
IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our
airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to
American experience. We will explore how we are influenced by it and how it influences music history.
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
197
(4 sem cr) This course applies basic psychological principles of human development and behavior to learning and
teaching. The course begins with theoretical background on human development. We will examine and critique the
works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of
learning theories. The course then moves to a more specific application of these theories by examining pedagogical
techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we
attempt to reconcile theory and practice.
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the
women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how
the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the
diversity of women’s experiences in terms of race, class, and sexual orientation.
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial
revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the
present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American
ethnic and cultural diversity.
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
3 Semester Credits
IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with
the emphasis on skills common to creative expression. Assists students in discovering and developing their own best
medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.)
Students will identify select portions of writing for small and/or large group presentation.
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
3 Semester Credits
IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the
organization. Emphasis is placed on developing more productive working relationships, and achieving desired results.
Topics include: employer/employee relations, communication techniques, conflict management, work force diversity,
198
and developing and managing effective teams, motivation, training, and development, talent management, developing
leaders, and performance management.
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which
language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social
power. Students will read a variety of essays about the ways in which language and social status intersect. They will also
read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a
series of writing assignments designed to help them explore the political power of language
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literature
4 Semester Credits
IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and
understanding poetry, drama, novels, short stories and creative nonfiction.
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
3 Semester Credits
IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy
motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and
criticism of the cinema and film industry. The relationship between form and content is basic to this course.
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature
and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European
Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire,
Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism,
Impressionism, and Existentialism. Covers primarily Western culture with some global culture added.
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
199
Environmental Science (with Lab)
4 Semester Credits
IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) Introduces non-majors or majors to
fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the
limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group
activities, guest speakers and films. One semester credit of lab includes analysis of factors using the campus landscape.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
3 Semester Credits
IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and
examines the role of government, the marketing environment, consumer behavior and the marketing function within an
enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of
target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The
course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship
marketing, marketing information systems, etc.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge
and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide
students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further
research.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and
analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic
knowledge of traditional Chinese literary culture and a useful foundation for further research.
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
200
IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we
live and work in relationship with others and must communicate effectively with them to achieve our goals. This class
helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends,
and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
3 Semester Credits
IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) This course examines the role and functions of religion in
society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures
through exploring the history and key teachings of the religions, examining ways of being religious in various traditions,
reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic
and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The
class will discuss how major world religions respond to contemporary social/global issues.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities: Race, Class and Gender
3 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected
inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism.
Core Curriculum Component: None
Prerequisite(s): None
201
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
202
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
203
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for
Business Majors)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
MKT252
Principles of Marketing
4 Semester Credits
204
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); MKT252(Principles of
Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
205
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
206
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
207
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
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accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML538
Communication Skills for Leadership
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
209
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
210
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health
care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations
are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
211
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
212
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used
toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and
community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a
dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
213
1 Semester Credits
The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
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instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its
own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
215
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
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minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
217
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
218
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
219
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
220
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
221
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
222
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
223
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
224
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
225
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
226
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
227
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
228
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
229
4 Semester Credits
E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): None
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
230
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
231
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I)
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
232
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2)
MUS238
233
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
234
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS273
Functional Music Skills
235
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
236
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
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MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
239
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
240
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
241
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
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development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
243
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
244
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
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MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
MUS498
246
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
247
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
248
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
249
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
250
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
251
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
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use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
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MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
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4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
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Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR – Norwegian
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
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NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
258
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse)
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
259
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
260
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
261
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
262
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
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ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
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Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
265
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum:Dia de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
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values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and
patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then
viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad
understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are
responsive to diverse cultural expressions of health and illness.
Core Curriculum Component: None
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Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
270
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
3 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
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Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
3 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches
to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can
be impacted in a variety of cultures and populations through the life span and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
272
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
273
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
274
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
275
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR860
Through the Lens of Wholeness: A Human Approach
3 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on Evidence-Based and Metis-Based Evidence Practice. This case study application will develop
critical spiritual, ethical, and integrative health clinical decision-making for the Family Nurse Practitioner.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR824(Integrative Primary Care of Adults I), NUR826(Pharmacotherapeutics II for
Advanced Practice and Herbal Medicine), NUR850(Integrative Primary Care of Adults Clinical I)
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
276
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
277
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
278
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
279
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects
of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these
experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
280
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
281
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
282
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
283
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
284
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
285
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
286
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
287
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
288
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent
registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
PHY108L
College Physics II Lab
1 Semester Credits
289
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
290
PHY121L
General Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II)
*concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level);
PHY121(General Physics I)
PHY122L
General Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
291
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
292
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in
PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY351
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
293
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
294
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
295
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
296
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
297
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
298
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
299
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional
Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
300
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
301
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL459
302
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
Political Analysis
4 Semester Credits
303
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
304
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP705
Physiological Psychology
305
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
3 Semester Credits
306
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
307
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
308
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
309
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
310
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
311
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
312
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
313
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP880
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
Core Curriculum Component: None
314
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY – Psychology
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY205
Culture and Psychology
4 Semester Credits
315
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
316
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
317
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial and Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
A grade of C- or higher in PSY 215 is required to enroll in PSY 315.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
318
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
319
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
320
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
321
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
322
PWC310
Themes in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific themes in playwriting, including adaptation, exploration of genre, integration
of music, and various play structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: None
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
323
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN209
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN216
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
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development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN221
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN230
Self, Sex and Sin: Human Person in Christian and Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN237
Giants of the Christian Faith
4 Semester Credits
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Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN240
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN243
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN245
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
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An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN257
Heaven, Hell, and the End of the World
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN261
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
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Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN275
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN276
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central element of this course will be a research project that studies the
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methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and
shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I)
RLN301
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN302
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN303
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN319
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN330
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
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medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN331
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN333
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN336
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN340
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres.
Core Curriculum Component: Search for Meaning II
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Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN342
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
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Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN374
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined
with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN402
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN406
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Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN409
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN441
Contemporary Theology
4 Semester Credits
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An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
RLN480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
SCI – Science
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week.
Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
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microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour
of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
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How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
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studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by "sex" changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
339
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
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Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
341
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society),
URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
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Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA248
345
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
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Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
349
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
350
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
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Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
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This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
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Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent social
change. Case studies present examples of how social work and human services function in a global context and are vital
to fostering peace, human rights, and well-being.
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Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s
individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
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groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been
admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field
Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open
only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
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Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
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Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
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Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
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SWK518
Foundation of Addictions
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
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a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
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institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
366
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
367
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
368
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool
at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
369
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice (MCMP) Policy
3 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
370
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
371
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
372
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
373
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
374
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP152
Theater Practicum: Costume Running Crew
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
375
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
376
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes
lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
377
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
378
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as
introductory techniques in stage makeup application and design.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
379
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
380
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to
the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR367
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
381
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB122
382
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society),
URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
383
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
384
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit
training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
385
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This
course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength
workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL110
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
386
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
387
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety
procedures, and conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles
and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
388
This course provides an overview of the various traditions of movement within dance. Students will participate in basic
skills and express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning
through advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for
singles and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will
learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and
technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
389
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL170
390
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL204
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an
advanced pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
391
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
392
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
393
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
394
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
395
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
396
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
397
Show less
Catalog for the
Academic Years 1962-63 and 1963-64
Augsburg College
and
Augsburg Theological
Seminary
MINNEAPOLIS 4, MINNESOTA
RECORD FOR THE ACADEMIC YEARS 1960-61 AND 1961-62
Augsburg's location deeply affects the nature of its educational
program. From the dynamic cultural, church, sc... Show more
Catalog for the
Academic Years 1962-63 and 1963-64
Augsburg College
and
Augsburg Theological
Seminary
MINNEAPOLIS 4, MINNESOTA
RECORD FOR THE ACADEMIC YEARS 1960-61 AND 1961-62
Augsburg's location deeply affects the nature of its educational
program. From the dynamic cultural, church, scientific and business
resolurces of tbig great Upper MiXwtxt metropolitan center, Augsburg
draws v&&y und s t r w h , mmsmtwhila contributing its o w n resources
to the r
e &ebping progress oJ t
harea.
Y o u are cordially invited to tour the campus. A letter or phone
call i n advance will enable us to make special arrangements t o suit
your particular needs and interests. Administrative offices are located
i n Science Hall (pictured above) at the corner of 7 t h Street and
21st Avenue South. Visiting hours are 9 a.m. t o 5 p.m., Monday
through Friday; Saturday b y appointment. Telephone FEderal 8-0501.
NNEAPOLIS
burg College i s convenienl
MINNEAPOLIS INSTITUTE 0 1 ART
-4 nrnraR
C ~ P U S B S P ~ ~ S I 0 and
6
educational development project
is undenrap, scheduld over n 20-year period. Shaded portions of
the map belon* designate campus arcs now- being developed. The
rota1 setting, encompassing he rlngburg College campus, Fairview
HuepitaL St. Rlary's Hospital. the Main Campus ant1 T e s t Bank
expansion of the Tinir~rsitr af Tvlinnesota, i s becoming a key
medical-educational center. Constmctitilln no\+-nnderlray an a nmv
inter-city freeway bordering the south side of the ~ l u p b w gcampus
will further enllance this setting.
CbMPUS DIRECTORY
Admin#$lrol~veORlce.
121 G c o w svcrdruplibmry
161 SiMclby HmII
A"d,lorium Gymn..,um
171 S w r h - D m m a Building
4 / T h e Academic Calendar
SEPTEMBER
S
M
T
W
T
T
S
FIRST SEMESTER - 1962-63
1
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OCTOBER
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Jan.
22-25
SECOND SEMESTER - 1963
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Jan. 31 (Thurs.)
Feb. 22 (Fri.) .
April
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April
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(Fri.)
. . . . . . Late registration fee
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Washington's Birthday
End first half of Semester
(Wed., g:oo p.m.)
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Easter recess begins
Easter recess ends
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..Registration Second Semester
Jan. 31 (Thurs., 7:45 a.m.) . . . . . Classes begin
Jan. 30 (Wed.)
April 16 (Tues., 7:45 a.m.) . . .
APRIL
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First Semester ends
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MARCH
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Seminary examinations
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(Tues.-Fri.)
Classes resume
College examinations
Jan. 16-24(Wed.-Thurs.)
Jan. 24 (Thurs.)
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Jan. 3 (Thurs., 7:45 a.m.)
FEBRUARY
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Registration
College classes begin
NOV. 13 (Tues.) . . . . End first half of Semester
Thanksgiving recess
22, 23 (Thurs., Fri.) . .
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Nov.
JANUARY
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Freshman Days
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Sept. 19 (Wed.) . . . . . . . . .
Late registration fee
Oct. 26-28 (Fri.-Sun.) . . . . . . . . . . Homecoming
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May 23-31 . . . . . . . . . . . . .
May 24 (Fri.)
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College examinations
Seminary Commencement
June
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(Sun.) . . . . . . . . . Baccalaureate Service
June
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(Sun.) . . . . . . . College Commencement
T b e Academic Calendar /
SEPTEMBER
FIRST SEMESTER - 1963-6e
Sept.
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(Wed.-Tues.)
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Sept. 18 (Wed.)
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Sept. 18 (Wed.)
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Sept.
Oct.
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I 8-20
Registration
OCTOBER
College classes begin
Seminary convenes
(Fri.-Sun.) . . . . . . . . . . . . . Homecoming
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p.m.)
Jan. 6 (Mon., 7:45 a.m.)
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Nov. 28, 29 (Thurs.-Fri.)
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(Wed.) . . . . . . . . . . . . Late registration fee
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Dec.
Fresbman Days
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Thanksgiving recess
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. . Seminary examinations
Jan. 23-29 (Thurs.-Wed.)
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Jan. 29 (Wed.)
First Semester ends
SECOND SEMESTER - 1964
......
Feb. 5 (Wed.)
Registration Second Semester
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Feb. 6 (Thurs., 7:45 a.m.)
12
(Wed.)
. . . . . . . . . . . . Lincoln's Birthday
March 25 (Wed., 9:oo p.m.)
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March 31 (Tues., 7:45 a.m.)
....
fister recess begins
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(Fri.)
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Seminary Commencement
May 28-June 5 (Thurs.-Fri.)
June 7 (Sun.)
June 7 (Sun.)
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College Commencement
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APRIL
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College examinations
Baccalaureate Service
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Easter recess ends
April 9 (Thurs.) . . . . . . End first half of Semester
May
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FEBRUARY
Ckrsses begin
Feb. 6 (Thurs.) . . . . . . . . . . . . . Late registration fee
Feb.
JANUARY
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Profile
AUGSBURG COLLEGE
A four-year Liberal Arts College sponsored
by the Lutheran Free Church. Offers a broad
education in a Christian environment.
Fully accredited by the North Central Association of Colleges and Secondary Schools.
Holds membership also in the American
Council on Education, the Association of American Colleges, the National Lutheran Educational
Conference, the Association of Minnesota Colleges, and the Minnesota Private College Council.
a In addition to providing a Liberal A.rts
cdumtion, Augsburg College offers preparation
f o r teaching, business administration, social
work, medical technology, secretarial work,
parish work, m d missions. Students may prepare for further *dy in the fields of engineering, theology, dentism, medicine, nursing, and
law, and for graduate study in various fields.
Located near the main business section of
Minneapolis. Students have eat- access to
libraries, museums, and art coIIe&ons. They
have opportunity to attend lectures and musical
programs and to participate actively in the l i e
of the churches.
Maintains a friendly atmosphere, in which
students participate in all phases of campus
community life under the direction of a capable,
well-prepared faculty.
A comprehensive development program is
in operation.
AUGSBURG THEOLOGICAL SEMINARY
Offers a three-year course of study leading
to a Bachelor of Theology degree.
Located on the same campus as the college.
Aims primarily to prepare pastors and
missionaries for the Lutheran Church.
General Inf ormatian
HISTORICAL SKETCH
AUGSBURG
was begun as a seminary in 1869, at Marshall, Wisconsin.
It was the first theological school founded by Norwegian Lutherans
in America. Through an arrangement with a private institution known
as Marshall Academy, the Seminary was at first housed in the academy
building. Students who needed further preparation in academic subjects were to obtain this in the academy. In the autumn of 1872 Augsburg Seminary was removed to Minneapolis, Minnesota, where a
building had been erected for its use. In the same year the school was
incorporated under the laws of Minnesota. Its aim was to train ministers for the Lutheran congregations which were being organized in
growing numbers in the pioneer settlements that were spreading rapidly
over the Northwest.
The College was established when it became evident that in order to
get students who were adequately prepared for theological study a
college department was needed. In 1874 a curriculum was planned
which provided for one year of preparatory studies and four
years of college work along two lines, a classical course to prepare
students for theology, and a scientific course to prepare for other
professions. The first college students were enrolled in 1874 and the
first class was graduated in 1879.
In 1900 a high schaaI course covering three years was estabkhed
which in 1910 was expanded to a standard four-year course. This
was discontinued in 3833. In the years 1916-1919the mlIege course
was thoroughly revised. A s a result of W w and of subsequent growth,
the earlier clcsieal course was geatIy modified and suppIemmted bp
social and ~ i e n t i f i cstudies and a more general emphasis upon the
study nf she humanities. Tn recent rears there has been continuoas
stud? and modification Q £ the curriculum including the introduction
of a number of new majors to meet the developing needs of the ~tuderits.
The divisional organization was adopted in 1945. At the present time
26 majors are offered.
Coeducation was introduced in the College in 1922.
8
/ General information
Recent years, especially since the close of World War 11, have witnessed a greatly increased enrollment and a corresponding expansion of
physical facilities both in campus area and in buildings.
In the Theological Seminary there L s likewise been a continuing
revision of the curriculum and the addition of new courses to meet
changing needs. The requirement of a six-month period of internship
was added in 1939. A bachelor's degree or equivalent is the required
scholastic preparation for admission.
While the Theological Seminary has its own organization, the Seminary and the College continue to function in close cooperation and as
integral parts of one institution.
Five presidents have served Augsburg during the course of its history.
August Weenaas ......................................1869 - 1876
.1907
George Sverdrup .....................................1876
.
Sven Oftedal ..............................................1907 - 1911
.........
.1937
George Sverdrup ....
--,1911
H. N. Hendrickson (Acting) ..
1937 - 1938
Bernhard Christensen ..............................1938 - Present
FUNDAMENTAL AIMS
THE EDUCATIONAL PURPOSES of Augsburg College and Theological
Seminary spring from the conviction that in the Christian religion
there are revealed the most basic truths concerning both man and God,
and that Christianity is the fundamental force for good in human life
and society. All the aims of the College, as well as those of the Seminary, are integrated with this principle.
Students who enroll at Augsburg are invited to take up their work
with the distinct understanding that the Christian spirit is determining
in all things. They are expected to cooperate wholeheartedly in the
program of the school towards that end. The entire program of the
school, curricular and extra-curricular, and the discipline necessary to
make possible the carrying out of this program, spring from the aim
"to see all things through the eyes of Christ."
SPECIFIC AIMS
To express more distinctly some major aspects of its program of
Christian higher education, the following statement of aims has been
formulated by the college faculty:
General Information / 9
SCHOLARSHIP
To stimulate the student's intellectual interest and to develop his
scholarly insight, so that he may think with accuracy and comprehension in the fields of the liberal arts.
To instruct the student in scientific methods of study and to develop
his understanding of the relations of science to spiritual reality and
to the welfare of mankind.
To familiarize the student with the culture of his own and other
civilizations, for his enjoyment and for the development of a more
sympathetic understanding of his fellow men throughout the world.
To awaken and foster in the student an intelligent appreciation
and enjoyment of the best in the fine arts.
To help the student develup certain skills, such as those in language,
music, physical aclivitiee. and use of the library, which will increase
his efficiency in the rarinus relationships of life.
FAITH
RELIGIOUS
To lead the student to a deeper understanding and experience of
the Christian Gospel, to the end that he may become an effective participant in the work of the Christian Church and an earnest advocate
of the Christian way of life.
CHARACTER
To teach the student to discipline his urges, interests, ambitions,
and demands in a way that will effectively contribute toward the development of good character.
To guide the student in the understanding of social relationships
in order that he may take his place in groups with propriety and grace,
motivated in his conversation and conduct by the principles of courtesy
and sincerity.
To cultivate in the student a Christian social spirit, in order that
he may realize in his life a right balance between what he expects of
others and the service he will render his fellow men.
CITIZENSHIP
To develop the student's interest in the common purposes of our
country, so that he may work for the welfare of our institutions and
the preservation of our liberties in community and nation.
To develop in the student an enlightened interest and participation
in human affairs throughout the world.
/ General lnformatia
10
VOCATIONAL
PREPARATION
To provide guidance for the student in discovering and clarifying
his aptitudes and his life purposes.
To proride votxtional and professional prqaratinn for public schooI
teaching, business adminisvation. home economics, m d parish work;
and to give prqaration for the study of medicbe: dentis- nursing,
medical technolog, engineering. social work; and throu~ha fouryear college course to prepare the student for the study of theology
and graduate work.
HEALTHAND RECREATION
To afford the student wholesome recreation which will contribute
to effective use of leisure time, and the development of such qualities
as leadership, sportsmanship, and self-control.
To instruct the student in principles pertaining to health, so that he
may develop attitudes, practices, and skills which will promote his
physical and mental well-being, making him better able to meet the
responsibilities of life.
FINANCIAL SUPPORT AND CONTROL
AUG~BURG
COLLEGEAND THEOLOGICAL
SEMINARY
is affiliated with the
Lutheran Free Church, a church body of about 90,000 members with
headquarters located in Minneapolis, near the Augsburg Campus.
The control exercised by the Lutheran Free Church is indirect. The
Annual Conference of the Church nominates the members of the
Augsburg Corporation and the Board of Trustees. The Corporation
through the Board of Trustees exercises direct control over property,
h a n c e , and personnel. Academic control is vested in the President
and the Faculty.
In addition to the income from student tuition and fees, which has
materially increased with the growth and derelqment of the College,
a major part of the financial support of the imtitution cnmes from the
congeegations of thr Lutheran Free Church. In recent y ~ a growing
~ s
E ~ T Cof~ friends slso out~idethis Church, hoth alumni and others,
have contributed financially to the school. Since 1951, business
and indmtrv have given sign5cant support through the Minnesota Private College Fund. An enIargetl Developmmt Program,
inchding a comprehensire 20-year plan for expansion, was hunched
in 1958. Augsburg welcomes and invites support on the part of all who
believe in k r program of vitai Christian education.
General Information /
II
THE ALUMNI ASSOCIATION
THE AUGSBURG
ALUMNIASSOCIATION
has as its goal to enable graduates
and former students to maintain effective contact and cooperation with
one another and with their Alma Mater. The annual meeting is held at
Commencement time each year. Local Augsburg clubs are promoted.
The affairs of the Association are under the leadership of the Board of
Directors. The Alumni Office is located in Science Hall.
THE PHYSICAL PLANT
INSTRUCTIONAL
FACILITIES and student housing at Augsburg are conveniently located in relation to each other.
Old Main, erected in 1900, contains a large number of classrooms
and offices.
Science Hall, erected in 1943-49, is a large and completely modern
building. It includes the general administration offices, well-equipped
laboratories for chemistry, physics, biology and home economics; the
student center; a medium-sized auditorium and several classrooms and
iaculty offices. A Tower Prayer Chapel is located on the fourth floor.
The Lisa Odland Observatory, on the roof of Science Hall, was
completed in the summer of 1960. The Science Hall is shown at left
in the picture below and George Sverdrup Library is the building
extending to the right, connecting with Memorial Hall.
I2
/ General Information
The George Sverdr11,p Library, named in honor of Augsburg's fourth
president, was erected and dedicated in 1955. Adjacent to Science Hall
2nd of similar contemporary architectural design, it contains spacious
reading rooms, seminars, work rooms, a visual-education center, the
Augsburg Archives, and a number of classrooms and faculty offices.
There is stack space for approximately 100,000 volumes.
The classrooms and offices of the Theological Seminary are located
in one section of the Library building.
Si Melby Hall, the new auditorium-gymnasium, shown above, was
completed in 1961. This building, named in honor of Professor J. S.
Melby, dean of men from 1920 to 1942, basketball coach and head
of the Christianity department, provides excellent facilities for the
health and physical education program, intercollegiate athletics, chapel
services and general auditorium purposes.
The Music Hall was acquired by purchase in 1947 and has been
remodeled to serve the needs of the music department.
T h e Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic and
other sveech activities.
Sverdrup-Oftedal Memorial
Hall, erected in 1938, is a
dormitory affording living
quarters for about 140 men.
On the ground floor of this
building is the college cafeteria and dining hall.
General Information / I 3
Gerda Mortensen Hall, erected in
1955, provides housing for 165 women
students, as well as apartments for the
resident head and her assistant. The
dormitory incorporates the former Sivertsen Hall, remodeled as a wing of the
larger dormitory.
Miriam, Edda, Epsilon, Kappa, Omega, Sigma, and Theta are small
dormitory houses, each accommodating from 8 to 20 women students.
T h e President's Home, an attractive colonial residence, is located on
the West River Road.
A large number of dwellings have also been acquired in recent years
in the expanded campus area, and are in use for faculty, staff, men
students, and married student housing.
T H E ARCHIVES
THE AUGSBURG
ARCHIVESOCIETY
was organized in 1929, for the purpose of gathering documents, books, and other articles of historical
value. The George Sverdrup Library provides adequate, fire-proof
quarters for the archives. Here are found a large collection of periodicals, old and rare books, manuscripts, letters, and pictures, and also
about 3000 volumes of Norwegian-American literature, affording extensive resources for scholarly research.
AUDIO-VISUAL EDUCATION
TO FACILITATE INSTRUCTION the college provides many excellent visual
and auditory aids. The audio-visual center is located on the ground
floor of the Library. Varied equipment is available for classroom use
and other college activities. This equipment includes movie projectors,
slide and filmstrip projectors, a sound amplification system, a tape
recorder, an Episcope, phonographs, and a mi'crocard reader. Records,
slides, maps, filmstrips, and microcards are also housed in this center.
Science Auditorium, as well as several classrooms, is equipped with
facilities for projection.
14
/ General Znf ormation
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LIBRARY FACILITIES
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THE BEAUTIFUL and spacious
George Sverdrup Library provides 1- +
a central study-workshop for both
-r-t
faculty and students. It contains
.
about 41,000 volumes, exclusive of
pamphlets, all available on open
stacks. Students and faculty memL=bers working in either of the two
large reading rooms have easy
access to the stacks. Additional
conveniences include conference rooms for larger groups or small
classes. A typing corner is provided in the ground floor reading room.
"LA
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The library subscribes to about 425 of the best periodicals dealing
with a large variety of subjects, as well as a number of serials devoted
to the interests of special fields.
In the Twin City area other libraries are located which make their
holdings available to Augsburg students, notably, the St. Paul and
Minneapolis public libraries, the latter of which issues library cards
to out-of-town students for each school year; the James Jerome Hill
Reference Library in St. Paul, which has one of the finest reference
collections in the Northwest; and the University of Minnesota Library,
within walking distance of the Augsburg campus. Augsburg students
make extensive use of all these libraries.
NATURAL SCIENCE LABORATORIES
THE LABORATORIES of the Natural Sciences are located in the
Science Hall. Three laboratories and storeroom and office space
for Biology are located on the second floor; three larger laboratories
and two special research laboratories for Chemistry and two laboratories for Physics are located on the third and fourth floors. A chemistry library is located near the research facilities. Storerooms and
faculty offices are also located here.
Financial Information
A
CONSIDERABLE PART of the income on which Augsburg operates is
derived from endowment and from gifts, a major part of the latter
coming from the supporting church. Therefore, the fees charged the
student do not constitute the whole cost of his education, for he enjoys
the benefits of the gifts of those who believe in and support the work
of the school. For theological students, the church assumes the full
cost of tuition; a statement of other expenses in attending the seminary
is given in the Seminary section of the catalog.
GENERAL EXPENSES PER SEMESTER1
Tuition (including student activity fee, $9.00; health fee, $11.00) . .
Student union fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Matriculation fee (for those registering for the first time) . . . . . .
Locker (optional)
...........................................
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$400.00
7.50
10.00
1.00
$418.50
Bcoks are estimated at $25.00 to $40.00.
Students registered for more than the maximum number of credit hours
(17 in the College) are charged at the rate of $18.00 for each additional credit
hour a week per semester.
Special students will pay at the rate of $32.00 per credit hour up to 11
credits. Those who register for 12 o r more credit hours will pay the regular
tuition charge.
The fee for auditing a course is one-half the fee charged when i t is taken
for credit. Students and auditors enrolled for less than 5 credits are not charged
the student union fee. Those enrolled for 5 to 8 credits pay 1/3 the
student union fee. Those enrolled for 9 to 11 credits pay 2/3 the student
union fee.
ROOM AND BOARD PER SEMESTER1
Women
Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$115.00
.....................................
125.00
Key Deposit (refundable) . . . . . . . . . . . . . . . . . . . . . .
1.00
$241.00
Total Room & Board . . . . . . . . . . . . . . . . . . . . . . . . .
Board*
Men
$115.00
150.00
I 6.00
$281.00
"Women students in residence are required to buy and use a minimum of
$125.00 of meal book coupons per semester, men students $ I 50.00.
1
Subject t o change.
I6
/ Financial Imfomation
SPECIAL FEES
Late registration fee per day (after classes begin) . . . . . . . . . . . . . . . . . . .
Change of registration after the beginning of the second week of classes .
Registration with the Placement Bureau . . . . . . . . . . . . . . . . . . . . . . . . . . .
Placement fee. depending upon the method of placement . . . . . . $3.00 to
Graduation fee. for seniors in both the College and Seminary . . . . . . . . .
Final examinations taken at another hour than the one scheduled . . . . . .
Examination making up an incomplete o r a condition . . . . . . . . . . . . . . .
Comprehensive examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transcript of credits (after first one which is free) . . . . . . . . . . . . . . . . .
Student Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
MUSIC FEES PER S E - E S T E R
Piano . . . . . . . . . . . . . . . . . . . . . . ................................
Voice .......................................................
Organ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Private instruction, per lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Piano studio rental (one hour per day) ...........................
Organ rental (one hour per day) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Voice studio rental (one hour per day) . . . . . . . . . . . . . . . . . . . . . . . . . . .
Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concert Band . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ESTIMATED EXPENSES PER SEMESTER1
Resident students
General expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4 I 8.50
$418.50
to
266.00
Room & Board' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241.00
Special. Music. Books . . . . . . . . . . . . . . . . . . . . . . . .
25.00
to
80.00
Total. approximately . . . . . . . . . . . . . . . . . . . . . . . . . $684.50
to
$764.50
*These are required minimum expenditures. Ordinarily the total cost is somewhat
higher .
Off-campus students
General expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . $41 8.50
$418.50
Special. Music. Books . . . . . . . . . . . . . . . . . . . . . . . .
25.00
to
d0.00
Total. approximately . . . . . . . . . . . . . . . . . . . . . . . . . $443.50
to
$498.50
These estimates do not include transportation. clothing. or ~ersonalexpenses.
PAYMENT OF ACCOUNTS
SEE UNDER Application for Admission for required advance deposits.
Parents may deposit additional money in advance at the college
or the student may make the remainder of the payment when he
registers. Student accounts are due in full at the time of registration
in September and February .
Recognizing that payment of fees in full at registration poses a
financial problem in some cases. the college has instituted a "budget"
plan . By this plan the resident student makes a down payment of
$475.00 at registration. then seven monthly payments of $115.00 and
1 Subject to change.
Financial Informl~tion/ 17
the balance due in May. Off-campus students pay an initial payment
of $225.00 and seven monthly payments aE $80.00 and the balance
due in May. To defray the cost of the plan, a charge of $1.00 is made
for each payment on the student's account after registration.
REFUNDS
Tuition, fees, and room charges for a student cancelling his registration
before the middle of anv semester will be charged at the rate of 10
percent per week or fraction thereof, except f;lr matriculation and
special fee.! which are not refundable. There i s no fee refund after
the middle of the semester.
Refunds for board are made on unused meal-book coupons. Students
who move out of dormitories but do not cancel out of school are
charged the full semester room rent.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds. schotawhips. grants-in-ai&
and emplo!-nlent assistance are available at +4ugbmg. Students must
complete ail application form and meet certain requirements to qualjfp
fur financial ni&. The collllep gives a~aistanceto s ~ d e n t sin securing
work bosh nn and off the campus.
LOAN FUNDS
Several loan funds have been established to assist students in working
out their financial problems. Loans may be arranged at a reasonable
rate of interest for various periods of time.
TFte GeneneralS d e n t Loan Fund', established through the gifts of
many individual donors, is chiefly maintaind by contributions from
the -4 ugsbarg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance to
students in the Seminary.
The Charles and Nora Crouch Student Loan Fund, established in
1954, extends assistance to members of all classes.
The Senior Loan Fund, established by the class of 1955, is available
to selected graduating seniors.
The John and Anna Jorgine Gregory Theological Student Loan Fund
is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established by the
Zion Lutheran Church of Minot, North Dakota, likewise extends loans
to students preparing for the ministry.
National Defense Student Loam, established by h e National Defense
Education Act of 1958, are available to students capable of maintaining
good standing in their chosen course of study. Special consideration is
given to those students who express a desire to teach in elementary or
secondary schools and to those whose academic background indicates
a superior capacity for preparation in science, mathematics, engineering
or modem foreign languages.
I
8
/ Financial
Information
Arrangements for the loans are made through a conference with the
Dean of Students, chairman of a faculty committee on student loans.
In addition to arranging loans, the committee counsels students on
financial matters with the objective in mind of helping the student work
out a satisfactory plan for his finances.
SCHOLARSHIPS A N D PRIZES
Fifty Freshman Scholarships of varying amounts are available to
outstanding high school graduates. Some of these scholarships are
renewable provided the student's scholastic record is 2.0 or better.
A limited number of Tuition Scholarships is awarded to outstanding
high school graduates. Students who rank in the upper five per cent of
their high school class, perform well on scholastic aptitude tests, and
can show good character references are eligible for consideration. These
scholarships are renewable if the student maintains a 2.25 scholastic
average.
Departmental Scholarships of variable amounts are awarded each
year to students who are highly recommended by the chairman of their
major department. These scholarships are renewable if the student maintains a scholastic average of 1.75 or better.
Upper-class Scholarships of $300 are awarded each year to selected
students with an honor point ratio of 2.4 or better who apply to the
Student Personnel Committee.
Augsburg awards two Foreign Student Scholarships each year to
deserving students from other countries. These scholarships cover the
cost of tuition or its equivalent.
The American Indian Scholarship was established in 1955 by Spring
Lnke Park Lutheran Church, Minneapolis. I t is a scholarship of
$200.00 to be applied on tuition at Augsburg College. I t is to be
awarded to an American Indian student selected on the basis of
scholarship and economic need.
The Henry P. Opseth Music Scholarship was established in 1953 in
memory of Henry P. Opseth, former head of the Music Department and
director of the Augsburg College Choir. It is awarded annually to a
sephomore or junior student of outstanding promise or achievement
in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from 1950
uotil the time of her death in 1953, was established in 1955 by her
parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. I t is
awarded to an Augsburg student who has music as a major or minor
and who shows outstanding promise or achievement in the art of
singing.
Financial In formatima / 19
T h e George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of George
Sverdrup, President of Augsburg from 1911 to 1937. It is awarded
annually to an Augsburg graduate of outstanding character and ability
who plans to prepare further for the vocation of teaching. The amount
of the Fellowship is five hundred dollars.
T h e Keith E. Hoffman Memorial Scholarship was established in
1945 b;r- Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory
of their son whn gave his life in the conquest of Okinawa. The scholarslrip is awarded annually to a student selected on the basis of academic
achievement. personal character, and ability in the field of athletics.
Two Lutheran Brotherhood Scholarsh,ips of $300 each are provided
by the Lutheran Brotherhood Life Insurance Society and awarded each
fall to outstanding Lutheran college seniors. The students are selected
by the college in the spring of the junior year on the basis of religious
leadership and scholastic standing.
T h e Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Adolph Pnulson Jfernorial Price. from a fund established by
Adolph Paulson
w110 [aught Social Tcience at Aughurg from 1930 to 1935. is nm+arded
a~nuall! to a college studrnt for the b e € essay r+~ittenon an assi~ned
subject in the f i ~ l dof Christian Snciolog>-.The amount of the prize i s
mcmberr; of the Paulson farnil?- in memory of Profesor
$50.00
T h e Iver and Marie Iversen Scholarskip was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It is
awarded annually to a student in the College or Seminary. The award,
in the amount of $250, is made on the basis of need, scholarship, and
interest in Christian service.
T h e Reverend Oloj Rogne Men~nrialSrholnrsbips were established
in 1958 by two anonymous donors to honor the memory of Reverend
Olaf Rogne, business administrator oi tltr snIlege from 1940 to 1952.
Three awards of $500 each are made annually tn ~ e I p c t dstudents preparing for Christian service in either the college or the seminary.
T h e Carl Fosse ;VTcmnriul Chemistry Scltolarship was established in
1960 by the d ~ p a r t m ~ noff ~llpmietryto honor the menlory of Carl Fosse.
professor of c h e ~ n i s r rat
~ ;iupsburg from 1921 tn 1942. The annual
award is made to a fred~rnanstadent whose acarl~~nic
record indicates
promise of achievement in the field of chemistry.
T h e Manivald Aldre Menzorial Chemistry Scholarship was established
in 1960 by friends and the rlepartment nf chemistry to honor the memory of Manivald Aldre. assistant p s o f ~ 5 ~ nofr chemistry at Augsburg
from 1949 to 1958. The annual award i s made to a freshman student
whose academic record indicates promise of achievement in the field
of chemistry.
20
/ Financial
Information
Tlte Walter Gordon Sclrnell 3.femorilst CJ~emisrrySch ohrship was
established by friends and the department of chemistry in 1960 to honor
the memory of Walter Gordon 5chneIL a student of chemistry at Xogburg until the time of his death in January 2960. The annual arvard
is made to a freshman dudent whose academic b n c k ~ o u n d indicates promise of achievement in the field of c h e m i s .
The Dr. F r e d e d c C,a d LLWTOE. Ifortensen Chemistry Scholarship
was a~tahliahedin 1961 hp the chemist? staff. The award is made
annually tn a chemistry student whose record indicates promise in the
field of chemistry.
The Magnus A. Kleven Family Scholarship was established in 1956
by members of the family to honor their parents. The scholarship
is awarded annually to a student on the basis of academic achievement, personal character and promise of achievement in the field of
physical education.
The Professor P. A. Sveeggen Memorial! Scho?msh,ip was establish&
in 1959 by friends to honor the memory of P. -4.. Sveeggm, profmsor of
English at Augsburg from 1915 to 1952. The award of variable amount
is made annually to an outstanding student in the field of English.
Alumni Ach.ievmmf Scho?zrships are awarded annualI7 t o three
undergradaate studenk. The amount is goivalent to one semester's
tuition and f ~ e sThese
.
scholarships are give11 to the outstandjng etudent
in the freshman, sophomore. and junior classes for we the follnlring
academic year.
The Alma Jensen Dickersan, .Memorial Sch.ularsltips were established
in 1961 by Mrs. Alma Jensen Dickerson. a member of the Augsburg
facult? from 1943 to 195S. One or more schoIarsh@s are awarded
annually to able and desening junior or senior smdents.
The Carl W . LandahI Scholarship was established by the family
and friends in memory of Professor Carl W. Landahl, a member
of the Augsburg Music Faculty from 1952 until his death in 1961. It
is awarded annually to a student on the basis of achievement in the
field of music.
The Onesirnus Sc/rolarsiU'p. established in 1962 by Mr. and Mrs.
James WelEecbon, is awarded annually in the amount of $300 to a
student in the Seminary who is preparing for service in the Christian
mini--.
The Thorvald Olsen Barrttued~ Memorial Scho7arsltip Fund was
established in 1960 by gifts from h e Bnrnbedt family and through
a church-wide offering, to honor the memory of Dr. T. 0. Burntpdt
who was President of the Lutheran Free Church from 1930 to 1955.
One or more scholarships is awarded annually to a student or students
in Augsburg Theological Seminary.
The Celia Fredrickson Scholarship consists of the income from a
fund of one thousand dollars. It is awarded annuallv to an Augsburg
student from the Lamberton, Minnesota, pariah of the Lutheran Free
Church.
Finmrcial lnf omration / 2 I
The Edward Yokie Scholarship, consisting of the income from $5,000,
was established in 1962 through a bequest of Mr. Yokie, a former
Augsburg student.
The Greater Augsburg A h m n i A s s a c i ~ i o nScholarship of $500 is
awarded annually to an outstanding dumnus of Augsburg in order to
encourage and assist promising students in the carrying out of projects
of graduate study.
The Women's Missionary Federation Scholarship is awarded by the
Federation to returned mi~sionariesor to Lutheran students of recognized Christian character and good scholastic records who are making
preparation for mission work. The scholarship varies from $50.00 to
$250.00 per year. Higher awards are possibIe for graduate work or
medical study.
GRANTS-IN-AID
GRANTS-IN-AID
are available to students in good standing who are in
special need of financial assistance. In awarding these grants, the
Student Personnel Committee gives primary consideration to demonstrated financial need which is determined by examining a statement
of the resources and anticipated expenses of both the student and his
family.
EMPLOYMENT SERVICE
AN EMPLOYMENT SERVICE, located in the Personnel Office, assists
stodents in obtaining part-timeremunerative work. Many sixdents find
it possible to pap part 'of their college expenses with money earned in
this waj-. The t y p e of work available m e of variom kinds, including
~ecreationalleader&ip, reptaurant work, domestic service, sales work,
and secretarial and clerical work. The college i s concerned that mployment not interfere ruitl~ a student's academic work. Tllerefore, it is
dsirable that Freshmen have s&cient funds to pay their entire expenses
for at Ieast one semester. Part-time employment may then be secured
in accordance with the need of the gudent and his ability to handle
extra work.
Students are employed by the college in several areas. For these
positions preference is given to upper-class students who have maintained a good scholastic average.
Assistance in obtaining summer employment is also provided each
spring by the Ernploymemt Service. Application for part-time or summer
employment may be made in the Personnel Office.
Admission to the College
APPLICATION PROCEDURE
Xupsburg College should be made to
the Director of :ldrnie~ionr;.This ma)- be done at any time after the
completion of the junior year in high school. and preferably before
July 1 preceding the fall in rvliich a &.dent seeks admission. fio appljcadona are accepted after September 1. Studentr! are adrised to
apply earl!- in their senior year. Early applicants gain an advantage
hoth in regstration and housing. Kotification of admission is sant
a ~tudenta5 soon as his appIication is complete.
~ F P U C . ~ TFOR
~ ~ ;hDMJSST0Y
S
to
Steps in applying for admission:
(1) Obtain an application form by writing or visiting:
Office of Admissions
Augsburg College
Minneapolis 4, Minnesota
12) Complete and return the application form together with a photograph a n d $15.00 admissions deposit. TlGe deposit is applied to
the tuition. I1 the auplicarion is not accepted. o r if i t is withdrawn before July 1 for the fall spmester and by January 15
for the eprinp eemeter. 810.n0 of thB d e p o d itdl bbe refunded.
(3) Request your high school to send us a cop^ af your high school
record and t e results.
~
Transfer srudcnts will request the previous cfillege nr co1Iegs to send an official transcript of grades
togerher with results of standardized re?& taken.
An interview on campus ie encouraged but not r e w e d .
After acceptance dl new studenk are rewired to pay a $50 nonrefundable &tion dcposit. Tbie deposit is due by July 1; for those
admitred thereafter. it i due within two weelcs af~er acceptance.
REQUIREMENTS FOR ADMISSION
.$UCSR'ETRG COLLEGE
admits
as h d e n t s . men and xTomenof good moral
character ancl sound health who show interest in and a b i l i t ~to do
college work. 'Estimate of ability i s determined by rank in the high
schooi graduating class. by the Minne-cota Scholastic Aptitude Test or
comparable examination. and bv the h i ~ hschooI record or pserinus
colIese record.
The normal basis for aJrni~-.ionis the completion of the courses of
grades nine to tw~Ivein an accredited high school. No definite pattern
of ~ubjccksi s required. but i t is recnrnmendecl d ~ a tthe last fonr year5
oE high school include four units of En&h, and at least two units eac5
of a foreign lanpage. social studies. mathematics. and gcience. A m i t
is defined as a course carering one academic ?-ear and qnivalent to at
least 120 hours of classwork.
Admission t o the College /
23
For entrance to the Freshman class, either the tests of the American
College Testing Program (ACT) or the Scholastic Aptitude Test (SAT)
of the College Entrance Examination Board is required.
A recent physical examination is also required. Students will be
provided with blanks to be filled out and returned to the Student
Personnel Office by August 15. The health report must be received
before the student will be permitted to register.
TRANSFER
Students are accepted by transfer from other colleges and universities if their academic record was satisfactory and they were in good
standing. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. A maximum of 64 semester
credits is allowed on transfer from a junior college.
ADVANCED PLACEMENT
Advanced placement is granted to students who qualify, on the
basis of work taken in high school or elsewhere, to enroll in courses
beyond the beginning course. Placement may be determined by tests,
or by the level and length of the course previously completed.
ADVANCED STANDING
Advanced standing, that is, college credit, is granted to high school
students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5 on the Advanced Placement Examinations.
-MINNEAPOLIS
Over 400 f r e s h e n enrolled in the faU of 1961.
STAR
PHOTO
Campus Life
THEINPLUEKCES which mould life and character on a college campus are
of many kind?. While rhe exercises of classroom, Iaboratary, and
library f o m ~the organizing basis of college a c t i v i ~ ?they need ro be
supplemented by ather than academic forces. T h e e intangible but
very real supplementary influrnces have n1uc11to do with ereatirg the
spirit of an institution. At .4ugsburg definirc emphasis is placed upon
thf maintenance of a rvholcmn~espirit of Christian community living*
Students are urged t o gite conscious attmtion to this personal and
spiritual side of their development and thus contribute toward the
prevalence of a vital and happy Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg
that the institution may constantly be permeated by an atmosphere in
which the quest for Truth as it is in Christ is prayerfully fostered in
each life.
All students are required to conlplete fourteen credit hours in courses
offered in Religion. There are numerous voluntary religious activities
in which students are encouraged to participate. Spiritual Emphasis
Week is held twice each year. It is assumed that every Augsburg student
will find a church home in Minneapolis and attend its services regularly.
It is expected of each student that his life, conduct, and influence,
both on and off campus, shall be worthy of a member of a Christian
College. Those who do not feel drawn to this quality of life and to the
fellowship in which it is nourished should not seek to be enrolled at
Augsburg. A truly Christian spirit and environment must be the
product of the united effort and prayer of faculty, students, and administration.
THE CHAPELSERVICE
The heart of Augsburg's program of Christian education is the daily
Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
RECREATION STANDARDS AND DISCIPLINE
At Augsburg all the work of the college rests on certain Biblical
affirmations about human nature and man's relation to God. The college
regards the Christian life as the truly significant life. This life implies
an intimate relation to the person of Christ. In the content of this
primary relationship the Christian also lives in a relationship to people,
to events, to things. The fact that God not only created the world but
became Man gives evidence that life in this world is not to be despised.
Campus Life
/ 25
The Christian liberal arts college takes seriously these relationships
and therefore seeks to educate the whole man. It follows that one of its
important responsibilities is to establish recreational programs and
policies that contribute to this end. It should be clear, however, that
in an age which is much concerned with the pursuit of pleasure, a
college like Augsburg should never subordinate its academic program
to leisure-time activities. On the contrary, the recreational program
must be in the content of, and be congruent with, the major inellectual
quests of the college; and both must have as their goal to help the
individual to live an effectual Christian life in the world.
In setting up a recreational and social program, Augsburg is conscious of its position as a coeducational Christian college of liberal
arts. The program takes into account the relationship between sexes
and seeks to provide normal and healthy opportunities for the expression
of the mutual attraction of the sexes. Augsburg offers a varied and
selective recreational and social program which gives preference to
those activities which are emancipatory rather than restrictive, those
which enrich community life rather than those which are divisive or
encourage selfish satisfactions.
The college provides a rarietr- of activities designed to meet these
requirements. The ancial p-rogam includes a number of organized allschool went5 combined with many les-structured activities designed
for specified smaller poups. Tn nttempting to meet the needs and
interests o f all Angsburg fhdenb, we make use of dl existing facilities
on campus and m a t y of those which are available in the Twin City area.
In seeking to develop a constructive recreational program, some
limitations have been placed upon certain other activities. The college
is opposed to all forms of gambling. I t forbicb the posmaion or consumption of alcoholic bererages in dormitories; in any collegeapproved place of residence, or at an? college-spansored event. Any
student found under the influence of Liquor i s subject to disciplinary
action. SociaI. or ballroom dancing. is not a part of the recreztiond
program of the college. Students arr encouraged to be digcriminating in
all types of recreation in which they engag. [hat their time may be well
v e n t . and strong moral and ethical ralues map be developed. Such
common activitie: as television vierving and movie-going. for example,
can easily become time-wasting and even detrimental to the development
of moral and ethical values.
Without attempting ta dictate to the indiridud conscience, the
college regards i t as its right to ask its students t o adapt thernselve.
to the social p r a p a m approred by the college and to follow it as memh e n of the cr~llegecommunity. Although thp college l a ~ dowm
s
specific
rules regarding most mattes only with respect to activities centering
on the rampus. it reserves the right t o dismiss any studmt whose
cnntinuation in colZegr is deemed undeirahle for social as we11 as for
academic reaFons. It i s the policy of the c o l l ~ pthat such action shall
not be taken capriciously, but only after the avaiIable campus resources
of counseling and judicial processes have been utilized. Thus, dis-
t6
/ C m W Life
ciplinary problems are first dealt with through counseling. Those not
solved in this way are channeled to a faculty-student Judicial Council
through the Office of the Dean of Students. In all such cases, careful
investigation and the privilege of a hearing precede any disciplinary
action.
RELIGIOUS PROGRAM
The Religious Life Commission, composed of students and faculty,
endeavors to promote a religious program that will stimulate growth
of Christian life in the Augsburg community. Chairman of this council
is the student Commissioner of Religious Activities. Areas for which
this committee carries primary responsibility are the Mid-Week services,
Spiritual Emphasis Weeks, prayer meetings, informal group meetings,
and a Pre-seminary club.
This Commission also serves as a coordinating agency for all voluntary Christian organizations on campus. The principal organization
is the Student Christian Association. The SCA seeks to serve as a
stimulus and outlet for Christian faith and life. Students participate
in regional and national Lutheran Student Association of America
Conferences, and conduct a schedule of meetings on campus.
The Mission Society, the service organization of SCA promotes
interest in missions through a program of study, fellowship, worship,
and service. A highlight of the year is the Mission Festival, a week-end
conference devoted to the study of missionary activity and recruitment
of workers.
The Concordia Society is an organization for all the students in the
Theological Seminary.
CONVOCATION
Regular convocations are held each Thursday throughout the year.
These programs acquaint the campus community with outstanding
personalities in various fields. A wide range of interests is covered,
including the scientific, political, social, religious, and artistic.
SOCIAL AND RECREATIONAL ACTIVITIES
Students at Augsburg are given many opportunities for social training
and recreation. The S t d e n t Council through the Commissioner of
Social Activities, assisted by a Commission on Social and Recreational
Life, sponsors each month an all-school social activity which all students
may attend. Most of these are informal. The Sophomore and Junior
classes spon:or semi-formal banquets. The Associated Women Students
and.a number of other organizations sponsor teas, dinners, and social
affairs on and off campus.
,4ugsbnrg7's location in Minneapolis gitw i t s shdmts unique opportunities to make use of some of rhe finest educational and cultural
adrantag3 which the Northwst has to offer. Excellent art coUectinns
are to he fonnd i n the Minneapolis Institute of
and the WaIker
Art Center. The Twin City libraries are evteneive in their services.
The Historical Museum in St. Paul gives access to large coflections of
historical material. The Minneapolis Symphony @ T C ~ F ~ ~ Tprograms
~ I
and other concerts affnrd rich npporiuni~yfor the e n j o y e n t of music.
Many students and faculty attend Minneapolis Symphony Orchestra
concerts by virtue of a special college season ticket arrangement.
Season tickets are available also for other University concerts and the
University Theater drama programs.
A monthly bulletin, Augsburg Plus, listing programs, concerts, art
displays and exhibitions is compiled and issued from the Student Personnel Office.
STUDENT GOVERNMENT
THE STUDENT
SOCIETYconsists of all full-time and part-time students
enrolled at Augsburg College and Theological Seminary.
The central concern of student government is focused on education
to rhe end that i n d i d n d s may develop their full capabilities through
intellectual gror+-lh.The student government relates to this broad objective by assuming rqonsibilities for fm-thering etudent affairs, educating
members to the democratic prace-fe, derelnping a sense of community,
fostering intellectual activity, and participating in policy making.
The administration, under the direction of the president, resides in
the executive branch. The Execzctizle Council consists of six commiss i o n e r w a c h responsible to the president for one of the major areas
of ~tudentlife. Eight boards also assist him in his work.
The Sttdertt Council. presided over by the ~ice-president,is the
branch of the government. Each of the
college classes has its own officers and participa~esin student government throuFh its repre~~ntatives
on the council.
ttrTentponem e d e r le+lative
The Judicial Council is a student-faculty judiciary, whose rulings
are subject to appeal only to the President of the College.
The Student-Faculi? Cotrncil. composed of students, administration
and faculty, discusses campw proble~n~,
considers legislation adopted
by one group or the o h e r rvl~jc!~affects the college as a whole, and
promotes cooperatian and understanding between the students, the
faculty, and t l ~ eadministration.
The Student Society is n member of the N a t i o n a l Student A~socistiaa,
L J I ~l a r g s t r~preserilativenatinnaI union of ~tudentsi n the United States.
Through this organization the students receire programming aide for
use on the campus. and adtl their voice ro the voice of all American
students before Ute r~ational porernment and otlther organizations in
matters of smdent concern,
The Slurlent C;n~:~mmenr
direct? siweraf projects of interest t o the
college community. These projects include ihe annual One-Appeal Campaign. Leadership Training Workshops. Political Actimn Week, Homecoming. 5~lddent Lecture Series, Academic Freedom 'K~ek. College
Union Study. and Development Council. Counseiing of FreAmen by
upper-class student%is conducted through a College Brofher-Co17ege
sister Program as a part of Freshman Orientation.
Associated Tomen Sludents. composed of all the women students,
provides opportunity for the $5-omen to develop meanin,@
seH gorernmenf. Tt aims to create a E;ense of Ilarmonv ant? fellowship, to promote
and maintain I~ighstandards of l~rrnorand i n t e g i ? in personal conilact. and i t encourages participation irl all collepe actintiea. It i s affJiatrrI with the Interccrllegiate .\r;sociated Tomen Students, a national
organization.
The Augsbzrrg Ech,o, the college newspaper, is published by a student
staff.
Augsburg's yearbook, the Arrgshurgian, prnvides a pictorial record
of the activities of the year. Work on the annual provides opporhmip
for creative expression in artistic design as \ ~ c l las in pl~ot~p-raph~.
The top staff members of the Azcgshnrg Echo and the Augsburgian
constitute the Board of Publication.
A student editor, named by the Publications Commission, compiles
the "A" Book. The Directory is published by the Registrar.
CO-CURRICULAR PROGRAM
The enlhusiasm and energy of student^ motirate them to pursue their
int~rest.Jwyonrl the rla~~r-roorn.
For most effective partidpation, ~tudents
with similar interests h a w unitrtl to form clubs. Several nf t h e e are
esten~ionsof courses beronrI the class room. Ot11ers are devoted to
i n t e r ~ ~ not
t s aRerrr1 in die currirulum. Nerv clubs are formed as the
o c c ~ ~ i odernancls.
n
The Alpha Delta Theta, Sigma Chaptm, is a prafe:siond sorority
open to students preparing for medical technolop. Ridership is
based,upon scholarship, character and professional
The Aristolelian Society unites those who have a common interest
in scientific knowledge and experimentation.
The Art Club is organized to satisfy the student's creative urge in
the field of art and to promote an interest in art.
The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is
the major objective.
The Chemistry Club is open to both majors and minors in chemistry. The meetings consist of seminars on current topics in this specific area.
The Cosmopolitan C1u.b brings together foreign and American students who have a mutual interest in the culture, language and people
of the various countries.
The Electronics Club is open to anyone interested in the field of
radio and electronics. Members operate an amateur radio station on
the campus.
The Augsburg Society for Drarnntic drrs provide? for its members
an opportunity to learn from participation in stage p~esmtationsand
from field trips, as well as from rending and seeing plays produced.
Membership is open to all students. b l m b e r ~ l ~ iinp ijrarional Cojleg-iute
lJlayers represents recognition for continued excellence in drama participation. It is open only to qualified upper-classmen.
The Student National Education Association, Martin Qmnbeck Chapter, offers to its members associate membership in professional education associations and strives to acquaint future teachers with the
importance of teaching as a profession.
The Home Economics Club, open to all students in the Home Economics Department, aims tc promote professional attitudes toward all
aspects of home and community life.
The Augsburg Republican Club and Democrat Club aim to stimulate
interest in public affairs and give students opportunity to participate
actively in local, state, and national politics, and in other human
relations activities.
The Sociology Forum is an organization of students preparing for
professional work in the field of Social Service.
The Writers' Club includes students who enjoy creative expression in
various forms of writing. The members share their literary efforts in an
ir?iormal atmosphere, and benefit from mutual criticism.
The "A" Club is limited to men who have won a major A at Augsburg. The aim of this organization is "to bind the 'A' men of the past,
present, and future into a more intimate bond of fellowship, and to
keep the athletics of Augsburg on the highest possible plane."
The Tomes" AtA7eric Assachtion at Augsbnrg is a member of the
Minnesota Athletic ,il;sociation of College Tomen. Membership in this
organization is gained by participation in individual and group recreationaI activities with awards given on a point bask.
Augsburg College participates in intercollegiate debating, both in
Minnesota and in the neighboring states. Students may also participate
in local and intercollegiate oratorical contests.
MUSICAL ORGANIZATIONS
The Augsburg College Choir has about sixty members selected
from all classes. In addition to local concerts, the choir goes on tour
each year to various parts of the United States and accmionally to
Canada.
The Augsburg College Concert Band makes an annual tour and
presents public concerts in Minneapolis. There are also a Varsity Band
and Instrumental Ensembles.
The Augsburg College Cantorians, a women's chorus, participates
in school programs and concerts and makes short tours annually.
The Male Chorus sings at various churches in the Twin City area
and makes short tours in the vicinity.
PHYSICAL EDUCATION AND RECREATION
Under he direction of the Department of Physical Education, a wide
range of recreational activities is arranged for general student participation. Every student is urged to participate in some activity for his own
recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well ae indi~idaalperformance actidties. Climaxing the intramural Frogram is the Extramural Meet, a tournament for the winners
of intramuraI scbedulea in I-ariou~;colleges.
Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football,
basketball, hockey, wrestling, baseball, track, tennis, and golf.
IT IS TKE PURPOSE of Augshurg College to provide an intercaIIegiate
azhIetic program wlzich is in harmony with its Christian philost?phy.
This philosophp k to be reflected in the conduct and outlook of both
the pla?-era and the spectaton. The edncationaI program of the college
reco,gnizes that recreation and play are n fundamental part of hlife, and h a r ihjs phase of Life needs to be cultivated 8 physical,
mental, and crnationa1 health are to be maintained. IntercolIegiate
athletics, as a phase of that progam, g i v e recognition to the fact that
co~npetitiveplay can contribute to the development of student interests,
skills. insights, and loyalties.
More specifically. the following outcomes are sought: (I) The shrdrnt participating in athletics sl~ouldacquire and exhibit, both in and
out of athlckiw, sucFr Isaeic qualities of character as self-discipline,
h o n ~ t y . sense of fair pIay. ant! cooperation. ( 2 ) The participant
511ould de\.elop the knowledge. interests. and skills which will be of
special use to him in such r*oc;rtions as teaching and coaching or
recreational leadership, or in his own recreational activities. Far from
being set apart from his educational goal or in any way competing
wit11 it, the student's participation in intescnllegiate alliIetics must either
contribute directly to this goal ar be complementary LO his other
educational actirities. 131 The ~ t n d e n tspectator ~honlda c e r e and
erhibit snme of the finer qualities of Chridian character, such as
self-restraint. sense of fair play, appreciation of high-grade performance
on i l ~ epart of both oppnnents and fellow-students. and respect for
individual personalit!*. (4) The intercollegiate athletic program should
contrilmte to the development of a unified and healthy "schnol ~ i r i t . "
Err Aueiasrn for intercollegiate athletics or other c o - c d d a r sctivitie-s
should not overshadorv pride in high schola.~ticachievement. nor can
i t take the place of a well-roundcd and effective intramural and general
recreatianal progam.
HONORS AND AWARDS
On the 1927 Class Cup for Scholarship Trophy is engraved the name
of each student who has achieved the highest scholastic standing in his
college graduating class. He must have attended Augsburg for at least
two years.
Omicron Chapter of Lambda lota Tau, a national honor society, is
open to English majors who have attained a high scholastic average
and have presented a paper on a literary topic before a public audience.
The purpose? of the Timia Soci~ty.the Augsbwg lionor sociehr. are
to recngnize scademic achie\vement and to promote scholarship. Vembership is by invitation only. Juniors and Seniors who have earned 3
2.5 honor point ratio accmulative are normally indited. while Freshmen
and Snphomores with a 2.25 honor point ratio arc aclmifted as pledps.
Augsburg has a Chapter of Pi Garnrnn M r t . the National Social Science Honor Societ!-. wlirrh is affiliated rvith the Association of College
Honor Societies. A high lei-el of xholarship in the social sciences is
required for election to r n e m b c ~ h i ~ .
The d u g b u r g Guild of Honor is an organization to recognize and
hunor those members of the senior graduating c l s s rvho have shown
tl~emselves to be indirriduak excelliiig to an outstanding d e g e e in
r;cholanhip, leader& ip. and participation in extra-curricular activiries.
The Dean's List includes students who have achieved an honor point
ratio of 2.5 or better in the previous semester of work at Augsburg
College.
The 1925 Class Cup in Athletics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson i n
1943, is awarded annually to the student who is judged to be the most
valuable player on the basketball team.
The Class of 1918 Ortltorical Cup was presented to the college as a
prize to arouse interest in oratory. The name of the winner of the
annual contest i s engraved upon the cup, which is to remain in the
possession of the college.
STUDENT PERSONNEL SERVICES
Tnstitutional semices to students are arganized and administered in
accordance with plans and policies estahIi&ed by the Student Personnel
Committee. Included sre such services as Counseling, Testing, Fr-hman Orientation. Stndnt Records. The Student Real& Service: Housing
and Faod Senlice, Placement, S~udentEmpIopment, snd Coordination of
Student Ac~ivities.The ac?ministralio~lof these services ia centered in
the Ofice of the Dean of Student:. The Stodent Personnel Office also
works claselp with the Director of Admigsions.
Caunseling services are maintained in an effort: tro assist each stndent
to obtain the mmimurn benefits from he learning experiences offered
at Augshurg CaIlege. RTatters such as uncertaine over vocational choice
or educational planning religious uncertain?, health, financial robletme., personal and social rtd jush-nent and personal deficiencies can
interfere wid? the learning process a d are dealt rvith in counseling
sessions. It is hoped itrat through counseling, students will develop more
realistic conceptions of themselves and the sunomding world, and
keener awareness of reources available to t h m as sltey meet the
problems of daily life.
At Angsburg the counseliig procea is carried an at a w e d levels.
.M1 faculty members participate in the counseling program, and each
ncw student is asigned to a faculty counselor who works with him until
he chooses a major field of stndy. At that h e , the major abvism
becomas his counselar. In addition. there are f a c u b members who
have specialized training in comseIing and techniques for dealing with
prohIems of adjmtment. The Dean of Stodents and the Dean of Women
are special counselors to the men and women. respechely. The connseling propam is coo~dinatedby ihe OEce of the Dean of Students in
accordance with the plane and policie,~established by the Student
Personnel Committee.
Students who have persona1 problems are mcouraged to seek heIp
through counseling conferences. If a serious problem develops which
demands profeminnaI skill and more time than the professor has to
spend in counseling the student is referred to tke Office of the Dean
of Students or Dean uf TiTomen. A further referraI may be made to
the College Chaplain, in the ca:e of spiritual problems, or a pspchiatrist. in rhe case of underl!ing emotional problems. The school phyician works lrirh the Personnel Deans in the Ixtter case.
All new students are gitren a battry of t e ~ t sduring Freshman Days.
College aptitude gcores, Englkh, and reading ability scores are used
Ey c o m s ~ l o r sto help students plan their initial progranzs. Personal
adjustment scorcs and the rocatianal interest t e t profile help the
student3 learn to know m O t F about themselves, in order to make the
best choice of subjects and occupatianal goals. The Sequential Tests
of Educational Progress ISTEP) are given to all sophomores. Saniors take the graduate record examinations.
Freshmen and other new students participate in FreAmam Days
before the beginning of classes each sernestc~.The stadenta take tests,
attend classes, inspect the college faciliti~s, and become acquainted
with their fellow students. with the facdp, and especiallj~with their
o w n f ~ c u l t ycolmselors. The facuIty counselors and students have several conferences during which they p l ~ n the student*s program of
study.
A special course in improvement of reading is offered for interested
stodents, Freshmen who expect d3Iiculty with the increased quantity
and complexity of the reading material encountered in college are
~ P C i d yE I T t~o ~flr011i n this COUTSe.
Individual student records are kept in the Records Office under the
supervision of the Registrar. These records include admissions data,
academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information.
The Student Personnel Office maintains a file of student government
officers, of clubs and societies, including the constitutions, activities,
schedules, and membership rosters.
The Student Health Senice provides campus dispensary service with
registered nurses on duty. The coltege ph?sician has daily o5ce
hours on campus for consulration and for emergency treahlent. Infimlav rooms are adjacent to the dispensaq. The Health SerPice is
housed in a first faor _~ectinnof Memorial Hd,the men's residence
hall.
two
Physical examinations are given to all seniors. Before registering,
each entering ~rturlenti~ required to have on file the report of a physical
examination girm by his family physician. Corrective treatment is
prescril~cdwhere nccded.
Students, faculty, and staff have chest X-rays taken semi-annually
through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit.
In it? residence propam, the coFlep sin15 t o dewlop in the students
Chrislian cI~aracter.self-control. and though~fulconirleration of others.
.#it he same time. the collep rcalizee t h a ~s;tudents' llappinese, comfort,
and emotional adjur;tmrnt in ;he rcsidcnce halls are rlirect influences
on their general efiriancy in the clwsroam.
Ln an effort to provide these opportunities for development while
maintaining optimal living ennditianc, active student dormitory councils
assume the responsibilities for the adlnjtlistratinn of dormitory life
policies in con~;ul~atjo~i
rr it11 he UirecLor of EcsIdences 1or Wn11te11,
the Hear! re sir lent^, and Fprsunnel Deans.
Llpper-daw studenis serw as t o u n a ~ l ~ r n~
e the dormitories and
attempt to help rlo~nlitor!- residents with prol~lerns of personal adjndment. Tllp lieat1 Resirlr~ltsand Per?onnel Deans senre as resource people
to these c o u n ~ e l o rand
~ handle cases rciprred to them.
A11 lrnmen atudents a n d freshman nlen studenti not Iiving at home
are requireti Lo live in colIege-ol~eratedhousing. Students desiring t o
reside in the city ~r.ikhr c l a t i r ~t~n u ~ tfin[ secure apprtrral for such an
arrangement from the Student Personnel Office. All studen& living in
the dormitoris. and umst sturlenk i n off-campus homing take heir
meals in she coJIcp r l i n i t q room. The c o l l e ~ ealso prorides two houses
Eor ~vornen with a cnoperati\.~huuse plan and nne house with small
apartments.
Reeiclenc~l~allcare npPn to students a day before regdar schedules
become ~ffectir-P.and the!- C ~ O ~aP day after the term clnsee. Students
%rlio 1ris11 to sta!- in residence during vacatiun~ must apply for the
privilege. R o n m ~are furnit-hrd err~p1for l ~ p dlinen. LOX$-rls,
hlankels.
and bedspreads. Laundry facilitit~ arp alaiIa1,lc i n each residence.
Red linen. and tntrels n-iay be reiltcrl rrit11 laurl(lcring fir--ice a1 a reasenahle c o ~ t .T h i ~sen~iceir; ~equircdof all \\-.\.omenstudent-. in Gerda
>Tortensen Hall. =Zn optional linm sen-ire is a r ~ i l a b l eto other students.
5tudents e l y a g e a aonm ai tlic: hegi~lninenf the fan semester f o r
the entire scltonl !;car. Rr~om resema1inn3 urrith depnsit nf 925 are
requirsrl of all 5ittgJe ~ f u r l ~ n tThis
s . rleposit is appli~dto the first semester's room rent. Rooms Tor ncrr- students are a ~ ~ i ~ ni ne dthe lare
summer according to the date of application. P r e s ~ ~~tudrnts
tt
must
make room application prior LO M a y 15 ant1 suhmit tIte rnom deposit
by July 15. After May 15, reservations for present students are assigned on the same basis as for new students. Students who find it
necessary to cancel their room reservation will receive full refund of
the deposit if the cancellation is received by August 1.
All men living in Memorial Hall are required to pay a $15.00
breakage fee at the beginning of each school year. At the end of the
year the fee is refunded if the condition of the room and the furniture is satisfactory.
The Placement Bureau assists seniors and alumni in securing positions.
Continuous contact is maintained with business, governmental, welfare,
and educational institutions and organizations at the local as well as
the state and national levels. Interviews are arranged both on and off
the campus. A registration fee and a small placement fee are charged.
An employment service, located in the Student Personnel Office, assists
students in obtaining part-time remunerative work during the school
year, Christmas vacation, and summer.
The Coordinator of Stu,dent Activities assists student officers to
maintain effective functioning of student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
advisers to student organizations are approved by the Coordinator.
The program of student activities is a primary responsibility of the
Executive Council and the Student Council which is the legislative body
of the Augsburg Student Society.
Liaison between the Student Society and Faculty and Administration
is the function of the Student-Faculty Committee.
A weekly bulletin of events is prepared by the Student Personnel
Office. Also, the college activities calendar is kept by the Coordinator
of Student Activities assisted by the chairman of the Commission on
Student Organizations.
EXAMINATIONS
T&s are given periodically throughout the semester. In the course
of e ~ c hsemester, reports of the grades attained are made to the Registrar who forwards them to the counselors and students. Final reports
are sent at the close of each semester to the parents and students.
Written examinations are regularly scheduled at the close of each
semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sufficient reason will
grade of failure in the course concerned. A student who has
to be &sent from a h a 1 m i n a t i o n because of a conflict with outside
work from which he cannot ahtain an excuse, may arrange to take
such an mamination during some period after the time on which the
mult i n a
subject is scheduled.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled, he is
charged a fee of $2.00 for such an examination. Before the student
takes the examination, he mmt obtain a statement from the Registrar's
ofice and bring it to the teacher concerned.
COMPREHENSIVE EXAMINATIONS
Comprehensive examinations map be permitted in courses in which
h e Committee on Admissions and Student Standing believe the student
has adequate preparation or background. Students who wish to take a
comprehensive examination must apply in writing to this committee.
W h e n permission is granted, the necessary approval foms may be
secured at the a5ce of the Registrar. A fee of $5.00 is charged for each
examination and must be paid in advance. Examination questions and
the answers wiIl be filed in the Registrar's office.
GRADE VALUES
A -Superior, 3 honor puinb per credit
B -Very good, 2 honor paints per credit
C -Satisfactory, I honor point per credit
D -Passable, no honor points per credit
F -Failure, minus 1honor point per credit
E - Condition
I - Incomplete
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester must
be removed within the first six weeks of classes of the following semester, or within a year if the student has not re-enrolled. 11 incompletes
Academic Administrotion / 39
and conditions are not removed within the time rtflowed, the condition
automatically becomes a failure and the incomplete map be changed to
a passing grade only when the average of Lhe previans work is sufficiently high. The final grade after the condition examination is taken
may not be higher than D. A fee of $2.00 is charged for an examination
making up an incomplete or a condition received at the end of a
semester.
GRADUATION REQUIREMENTS
In order to qualify for the BacheIor of h degree, certain reqtmenrents m u ~ he
t m ~ with
t
re&
to credits. courses, and grades. A student wlio plans to graduate from tlugsburp is urger1 to dudy the requiremcnts as outIimcd in this section of the catalog and in the deparkmunt in which he plans to major. It is the responsibility of the student
to pee that he includef- the rvuirad subjects a t the right time in his
program of studic~.The facull? ad&ers. IF: deans. and &e registrar
will gladly a s s i ~ thim in planning his prorrarn.
For a general college education and as a basis for study in professicnal fields, students are required to complete credits as indicated in
the following fields :
Religion, 1 4 credits, at least 8 credits in lower division courses
and 4 in upper division. A maximum of 3 credits from courses
10, 51, 52, 54 may apply. For transfer students, the requirement is an average of 2 credits per semester of attendance.
Freshman English, 6 credits from Eng. 1-2. On the basis of proficiency examinations, students may substitute Eng. 3, 21.
Literature or Philosophy, 3 credits.
Beginning Speech, 2 credits.
Fine Arts, 2 credits from Art 1, 71; H.Ec. 3, 64; Mu. 3, 7; or
Sp. 30.
Foreign Language, 0 to 1 4 credits as indicated below:
AMOUNT PRESENTED
FROM HIGH SCHOOL
Four years of one language.
Two or three years of one language.
None or one year of a language.
AMOUNT REQUIRED
I N COLLEGE
None.
Second or third year of the same
language, or two years of another
language.
Two years in one language.
Social Sciences, 6 credits from Hist. 1-2; 21, 22; or Soc. 1, 2.
Natural Scierices, 9 credits, at least 3 of these credits must be in
the biological sciences, and 3 in the physical sciences.
Physical Education, 1 credit from Courses 3 and 4.
40 / Academic Administration
All students are required to take an English test at the end of the
sophomore year and must demonstrate a proficiency in writing in order
to qualify for the A.B. degree.
Where the demands of special curriculums prevent completion of the
general education requirements in four years, exemption or modification of these requirements may be sought through petition.
All students are required to complete a major for graduation. The
major subject is determined by the student's aims as well as by his
particular interests and aptitudes as shown in the quality of work he
does in lower division courses.
Application for major must be made to the Head of the Department
offering the major. Majors are offered in the following areas:
Religion
Music
Business Education
Philosophy
History
Home Economics
Greek and Latin
Sociology
Medical Technology
English
Social Science
Biology
Language Arts
Psychology
Physics
German
Elementary Education
Chemistry
French
Business Administration Natural Science
Spanish
Economics
Mathematics
Speech
Physical Education
Except with special majors such as language arts, music, business
education, home economics, and combined natural science, students
in the teacher education curriculums should complete a minor as well
as a major.
For major and minor requirements as to hours of credit see departmental statements.
Electives are planned with the purpose of properly distributing a
student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. A maximum of
40 credits in one department is permitted to count toward graduation.
Juniors and Seniors should, as a rule, choose their electives from
courses designated as Upper Division Courses, that is courses numbered 50 or above. At least 36 credits in the Upper Division Courses
must be completed for graduation.
The amount of work required for gaduation comprises a minimum
of 128 credits with an average grade of C, or one honor point for each
credit taken. A credit equals one recitation period a week throughout
or;e semester.
Honor points are computed at the rate of one honor point for each
credit with a grade of C, two honor points for each credit with a grade
of B, and three honor points for each credit with a grade of A.
Academic Administration / 41
RESIDENCE
REQUIREMENT
To receive the A.B. degree the candidate must spend at least the
concluding year for such a degree in residence.
DEGREE W I T H DISTINCTZON
THE A.B.
DEGREE
with distinction is conferred as follows:
Distinction
Summa Cum Laude
Magna Cum Laude
Cum Laude
Honor point ratio
2.8-3.0
2.5-2.79+
2.1-2.49+
To be eligible for these honors, the student must have completed at
least two years of work at Augsburg, and his record at Augsburg, as
well as his total record must meet the requirements as given above.
Academic procession approaches S i illelby Hall for Comrnencen~en~
Service. Flags o n top of building denote countries where alumni are
serving.
Courses of Study
COURSES OFFERED
DESCRIPTIONS
OF THE COURSES offered in 1962-64 are given on the
following pages. Unforeseen circumstances map necessitate making
changes. Courses with inadequate registration map LC cancelled. Stndents should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be completed before credit is given. Course numbers separated by a comma
(1,2) indicate that it is a year course, but students may receive credit
for one semester without completing the other.
SYMBOLS
i Continuation course. To receive credit for this course a student must
complete both semesters.
# Course may be taken with coneent of the instructor irrespective of
prerequisites.
CREDITS
CREDITS SHOWN are in terms of semester credits. For continuation
courses. the total credits for the year are given. A two-credit c o m e
generallT meets hvice a week and a three-credit course three 'times a
week. In the caPe of laboratory courses. the hours of meeting per week
are more than the crcdib given, A semester is appmximate\!- 1S J V P P ~ S
in length. The normal load for s student i s 16 credit hours per wrnester,
Cuurses of Study / 43
DIVISIONAL ORGANIZATION
THE COLLEGE COURSES are organized into four divisions in order to
make: interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
Religion
Philosophy
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Business Education
Home Economics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
Division of Religion and Philosophy
MR. P. A. QUANBECK,Chairman
THROUGH
m~ STUDY of religion and philosophy, the individual is appraised
of those realities which are central to the problem of human existence. The
student is encouraged to seek to understand himself and his relation to the world
within the framework of the Christian Faith. The goal is the development of
an informed and integrated Christian person who is equipped to participate
responsibly in the life of the Church and of society.
DEPARTMENT OF RELIGION
THE COURSES in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in instruction is to lead as many as possible to personal faith i n
Christ, and to nurture the Christian life.
The graduation requirement includes 14 credits in religion. Of these credits
8 must be in the lower division, and at least 4 must be upper division. N o t
more than 3 credits earned in any of the courses numbered 10, 51, 52, and 54
may be applied to this requirement. Freshmen are required to take courses I
and 2, and Sophomores are required to take courses 3 and 4. Courses I , 2, 3,
and 4 are prerequisites for all upper division courses. Requirements for transfer
students will be determined at the time of admission.
A religion major is recommended as preparation for careers in parish education, parish work, youth work, and parish administration. Majors must consult with the Chairman of the Department regarding their course of study.
Major, 28 credits. Minor, 22 credits. Six upper division credits in Greek may
apply toward the major in religion.
r,
2.
BASICBIBLE. Fr. I, 11.
2, 2
Cr.
A brief introduction to the Bible followed by a study of the Old Testament,
including the history of Israel and special attention to one o r two Old Testament books. The second semester is devoted to the study of the New Testament
with special attention to two o r three books including Romans. Reading assignments include the entire New Testament.
3 . CHURCHHISTORY.I.
2 Cr.
A survey of the institutional development of the Christian Church, with the
purpose of creating a greater understanding of its historical foundations. Emphasis is on the Reformation.
Division of Religion and Philosophy / 45
4. CHRISTIANDOCTRINE.11.
r Cr.
The fundamental doctrines of the Christian Faith and the historical development of some of these doctrines. The significance of the Pcumenical creeds and
the Lutheran confessional writings.
10. HYMNSAND !MUSICOF THE CHURCH. 11.
See Course 10 under the Department of Music.
2
Cr.
Upper Division Courses
$1.
PRINCIPLE^ OF CHRISTIANEDUCATION.I.
3 Cr.
Seeks to develop a fundamental understanding of Christian education, its history,
objectives, curriculum, and administration, especially as applied to Sunday
School and Vacation Bible School teaching.
2 Cr.
PARISHWORK. 11.
Seeks to familiarize the student with the work of parish organization and
visitation. Class lectures are supplemented by actual field work.
52.
r Cr.
CHURCH.11.
A study of principles, methods, and materials in youth work for the purpose of
developing effective Christian leadership in this sphere.
54. YOUTH WORKIN
THE
6 1 . HISTORYOF RELIGIONS.I.
3 Cr.
A survey of some of the major religions of the world. The origin and development of these religions and their influences today. Includes readings in the
sacred writings of the religions studied.
62.
THEMISSIONARY
ENTERPRISE.11.
3 Cr.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands.
3 Cr.
71. THE EARLYCHRISTIANFATHERS.I.
The development of certain fundamental theological doctrines from the time
of the Apostolic Fathers up to the Ecumenical Councils of the Early Church.
3 Cr.
PROTESTANTISM
IN AMERICA.11.
The Protestant ethos in the United States. Special attention to the rise of religious liberty, revivalism, the American denominational structure, and the responses of American Protestantism to the challenges of its environing culture.
72.
3 cr.
8 I . THE GOSPELS.I.
The nature of the Gospels. The life and work of Jesus. Particular attention to
His teaching concerning the Kingdom of God.
46 / Division of Religion and Philosophy
8 2 . LIFE A N D EPISTLESOF PAUL. 11.
3 Cr.
A survey of the life and work of Paul, with a study of some of the leading
ideas that emerge from his writings.
8 3 . T H E MESSAGEOF THE OLD TESTAMENT.I.
3 Cr.
The various types of Old Testament literature. The distinctive ideas of Hebrew
thought with emphasis on the message of the
9 I . INTRODUCTION
TO CONTEMPORARY
THEOLOGICAL
THOUGHT.I.
3 Cr.
A study of some representative trends in Christian theological thought today,
as seen from the perspective of the enduring theological task of the Christian
Church.
9 2 . CHRISTIAN
ETHICS.11.
3 Cr.
The basic principles of ethics from a Christian point of view. Their application to selected personal and social moral problems.
94. THE CHRISTIANVIEW OF MAN. 11.
3 Cr.
The Christian doctrine of man and salvation. Its uniqueness and relevance to
certain other contemporary views of the nature and destiny of man.
DEPARTMENT OF PHILOSOPHY
THE COURSES I N PHILOSOPHY seek to assist the student to become conversant
with the great men and intellectual movements in the history of Western
civilization, to cultivate an understanding of the principles of sound reasoning,
and to develop a mature understanding of the foundations of our knowledge in
such areas as science, religion, and morals.
Major, 24 credits beyond Philosophy 2 1 . Minor, 1 8 credits. Courses 2 1 , 2 3 ,
4 1 , 42 are required for the major and the minor.
2I.
INTRODUCTION
TO PHILOSOPHY.Offered both semesters.
3 Cr.
Seeks to give the student a basic understanding of the nature and aims of
philosophy, an acquaintance with some of its central problems, and a mastery
of the terminology employed in philosophical discussion.
2 3 . LOGIC.Offered both semesters.
3 Cr.
The formal rules of sound reasoning. The nature and functions of language;
fallacies in reasoning; definition; principles of deductive reasoning; induction.
A brief introduction to the notation of modern symbolic logic.
4 1 , 4 2 . HISTORYOF PHILOSOPHY. Prereq. 2 1 . I, 11.
3, 3 Cr.
An historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant. Some reading in
selected primary sources.
Division of Religion and Philosophy
/ 47
Upper Division Courses
53. PLATOAND ARISTOTLE. Prereq. 42. I.
3 Cr.
A careful study and analysis of selected writings of each of these two great
philosophers. Extensive reading required. (Offered 1963-64.)
54. AUGUSTINE
AND AQUINAS. Prereq. 42. 11.
3 Cr.
A careful study and analysis of the most important philosophical writings of
each. Extensive reading required. (Offered 1963-64.)
63. RATIONALISM.Prereq. 42. I.
3 Cr.
A study of this important movement through the writings of its chief exponents: Descartes, Spinoza, Leibniz. Extensive reading required. (Offered 196364.)
cr-
3
64. EMPIRICISM. Prereq. 42. 11.
A study of this important and influential movement through the writings of its
outstanding modern representatives. Emphasis is placed upon the works of Locke,
Berkeley, and Hume. (Offered 1963-64.)
65. GERMANIDEALISM. Prereq. 42. I.
3 Cr.
A study of Kant and his immediate successors. Reading of selected primary
sources supplements classroom lectures and discussion. The first half of the
course is devoted entirely to a careful study of the philosophy of Kant. (Offered
1962-63.)
66. EXISTENTIALISM.Prereq. 42. 11.
3 Cr.
A study of modern existentialism from Kierkegaard to the present day. Emphasis is placed upon the reading of selected primary source materials. (Offered
1962-63.)
7 I . CONTEMPORARY
PHILOSOPHY. Prereq. 42. I.
3 Cr.
An historical survey of the main currents of philosophical thought since Kant.
Some reading in primary sources. (Offered 1963-64.)
3 Cr.
73. PHILOSOPHY
OF SCIENCE.Prereq. 42. I.
A study of the meaning, methods, and implications of modern science by
means of an analysis of basic concepts, presuppositions, and procedures. (Offered
1962-63.)
3 Cr.
OF RELIGION.Prereq. 21. I.
85. PHILOSOPHY
An inquiry into the nature of religious faith and experience with special attention to the problem of the nature of religious language. (Offered 1962-63.)
3 cr.
86. MORALPHILOSOPHY.Prereq. 21. 11.
An inquiry into the nature of the moral experience, and an analysis of the language of moral discourse. ( W e r e d 1962-63.)
91, 92. PHILOSOPHY SEMINAR. Prereq. #. I, II.
1-3, 1-3 Cr.
For philosophy majors. Individual study and research on some philosophical
topic of interest to the student, worked out in consultation with the head
of the department.
Division of the Humanities
MR. THORSON,Chairman
IT rs THE PURPOSE of the Division of the Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in finding his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as these are found in language, literature, and the h e arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK, LATIN,
AND HEBREW
THECOURSES in this department aim to give the students a direct insight into
our biblical and classical heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard prerequisite for admission
to most theological seminaries.
Combined Major in Greek and Latin:
14 credits in Latin.
20
credits in New Testament Greek and
N E W TESTAMENT GREEK
Minor: t o credits.
I-2.f
ELEMENTSOF NEW TESTAMENT
GREEK. I, 11.
8 Cr.
In addition to the theoretical and practical study of the grammar of' the Greek
language of the New Testament, the course will cover the manuscript transmission of the Greek text of the New Testament with the description of the
main uncial manuscripts and ancient versions.
Upper Division Courses
5 I , 5 2. ADVANCED
NEWTESTAMENT
GREEK. Prereq. 2. I, 11.
3, 3 Cr.
Selections ,from the Synoptic Gospels and Acts. Special emphasis is given to
parsing and syntax of the Greek text.
$ 3 , 54. GREEKEXEGESIS. Prereq. 12. I, 11.
3 9 3 Cr.
Selections from the Pauline and Catholic Epistles. Special emSphasis is given to
the syntactical and exegetical approach to the Greek text.
LATIN
BEGINNINGLATIN. Fr. I, 11.
Grammar and exercises in translation.
1-2:;-
8 Cr.
3 , 4. CZSAR, ST. AUGUSTINE,AND MEDIEVALWRITERS.
Prereq. 2. So. I, 11.
3 , 3 Cr.
Continuation of grammar and syntax. Selections from Caesar's Gallic War,
St. Augustine's Confessions, and Medieval Latin writers.
Uivisron of the Humanities / 49
HEBREW
g3-g4.t HEBREWFOR BEGINNERS.I, n.
See Course 9-10 under Theological Seminary.
n.
a5, 86. HEBREWEXEGESIS.I,
See Course 17, 18 under Theological Seminary.
6 Cr.
2,
n Cr.
DEPARTMENT OF ENGLISH
THE DEPARTMENT
OF ENGLISHaims to train students in the proper use of
English in oral and written expression; to increase proficiency in reading and
in analyzing literary texts; to acquaint the students with the beginnings of
Western literature and its development in England and America; and to instill
a deeper understanding of the fundamental truths and realities of life revealed
in great literature.
The department prepares specifically for the teaching of English in secondary
schools and for gaduate study.
Freshman English is required of all students. This requirement is met by
satisfactory completion of English I and 2, or, for students of superior rating,
satisfactory completion of English 3 and 21. English 2 1 also meets the literature requirement for graduation. Satisfactory completion of English I is a
prerequisite for English 2.
All students are required to take an English test at the end of the sophomore
year and must demonstrate a proficiency in writing to qualify for the A.B.
degree.
Major: 26 credits above course 9, including 21, 3 I , 32, 5 I , 6 1 , 62, 74,
and a course in modern literature. Recommended for students who plan
graduate study, in addition to those listed above, courses 52, 76 or 78, 92, 94,
three credits of electives, plus mastery of French and German.
Teaching major: 28 credits above course 9, including courses listed for the
major, plus 2 5 or lo, and 71. A minor in speech, library science, or a foreign
language is recommended. All teaching majors must meet the foreign language
requirement.
Minor:
I8
credits above course 9, including 21, 3 I , 32, 5 I , 61, and 62.
Teaching minor: For secondary school: 2 1 credits above 9, including courses
listed for the minor, plus 50 or 7 1 . For elementary school: 18 credits above
9, including 21, 25 or 50, Y I , 71, and 3 credits in modern literature.
A.
IMPROVEMENT
OF READING. Fr.
(Oflered both semesters.)
I Cr.
Designed to improve reading speed and comprehension. May be taken by upperclassmen, but only freshmen receive credit.
6 Cr.
I-2.t FRESHMAN
ENGLISH.(Offered both semesters.)
A study of language, composition, and literature. Themes and a reference paper.
Students who do not meet the minimum requirements in the entrance English
tests are placed in special sections meeting five hours a week.
yo / urvrston 01 tne Hll?nlr~~~reS
3 . FRESHMAN
ENGLISH.I.
3 Cr.
An accelerated course providing experience in writing a reference paper, expository, narrative, and descriptive themes. Includes study of language, correct usage, and types of literature. Introduction to analysis and criticism of
literary selections.
7. ENGLISHFOR THE FOREIGN-BORN.I.
2 Cr.
An introduction to colloquial English. Training in speaking, writing, and
listening. T o be taken by foreign-born students before Freshman English.
2 Cr.
A course including reading of literary selections and practice in the skills of
writing, speaking, and listening. For student nurses.
9 . COMMUNICATIONS.
(Offered both semesters.)
12. FORMSOF JOURNALISTIC WRITING. 11.
See course I 2 under Journalism.
z Cr.
21, 22. LITERATURE
OF THE WESTERNWORLD.Prereq. 2 o r 3. (Offered both
semesters.)
3, 3 Cr.
Reading, analysis, and discussion of some of the world's great classics. Various
literary movements and the influence of the classical tradition.
25. EXPOSITORY
WRITING. Prereq. 2 o r 3. I.
2 Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
26. CREATIVE
WRITING.Prereq. 2 o r 3 . 11.
2 Cr.
Writing of description and narration. Study of techniques in the composition
of fiction, poetry, and drama. Individual and group projects.
3 I . MEDIEVAL
LITERATURE.
Prereq. 2 o r 3. I.
2 Cr.
Literature of the Middle Ages, chiefiy English. Special attention given to
Chaucer.
32. RENAISSANCE
LITERATURE.
Prereq. 2 o r 3. 11.
z Cr.
Literature of England from 1481 to the death of Shakespeare. Some attention
given to non-English works.
Upper Division Courses
yo. MODERNENGLISHUSAGE.Prereq. 2 or 3. (Offered both semesters.)
2 Cr.
A course in grammar and usage for the general student. Recommended for students preparing for teaching. Satisfactory completion of this course meetss the
graduation requirement for proficiency in English.
11, 52. AMERICANLITERATURE.
Prereq. z o r 3. I, 11.
3, 3 c r .
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
55. THEMODERNSCANDINAVIAN
NOVEL. I.
Sec course 15 under Scandinavian Language and Literature.
r Cr.
Division of the Humanities / 5 I
56. THE MODERNSCANDINAVIAN
DRAMA. 11.
See course 56 under Scandinavian Language and Literature.
2
Cr.
3 Cr.
57. THE BRITISHNOVEL.Prereq. 2 or 3. I.
The development of the novel in England. A study of the major novelists and
their novels. (Offered 1963-64.)
3 cr.
58. MODERNFICTION.Prereq. z or 3. 11.
The modern novel and short story. British, American, and continental writers.
(Offered 1963-64.)
59. MODERNPOETRY.Prereq. r or 3. I.
3 Cr.
A study of major English and American poets with attention to themes,
forms, and techniques.
60. MODERNDRAMA.Prereq. 2 or 3. 11.
3 Cr.
A survey of the chief dramatists from the time of 1,bsen. Representative plays
studied as literature and as theater. (Offered 1962-63.)
61. BRITISHLITERATURE
OF THE SEVENTEENTH
AND EIGHTEENTH
CENTURIES.
3 Cr.
Prereq. r or 3. I.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
62. BRITISH LITERATURE
OF
THE NINETEENTHCENTURY.Prereq. 2 Or 3.
11.
3 Cr.
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
3 Cr.
71. INTRODUCTION
TO MODERNENGLISH.Prereq. 2 or 3. I.
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective teachers an introduction to the study of language. (Not offered
(1962-63.)
2 Cr.
CRITICISM.
Prereq. 2 or 3. I.
73. LITERARY
A study of basic texts, with emphasis on principles and issues which have
special relevance for modern thought. (Offered 1962-63.)
3 Cr.
74. SHAKESPEARE.
Prereq. 3 2 or #. 11.
A study of selected plays with attention given to Shakespeare's development,
to dramatic technique, and to the Elizabethan Age.
76. MILTON. Prereq. 61 or #. 11.
z Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century. (Offered 196364.)
78. CHAUCER. Prereq. 3 I or #. 11.
z Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered I 962-63.)
5 2 / Division of the Humanities
83. MODERNBRITISHLITERATURE.
Prereq. 6 crs. in Br. lit. or #. I.
2 Cr.
The immprtant literary movements of the present century in England, concentrating on leading authors and notable productions. (Offered 1962-63.)
85. CONTEMPORARY
AMERICAN
LITERATURE.Prereq. 5 2 or #. I.
2 Cr.
A study of major writers and movements since World War I. (Offered 196364.)
92. ENGLISHSEMINAR. Prereq. Sr. and English major or minor. 11.
2 Cr.
Methods and problems of bisbliography and research. Selected topics in American
and British literature.
STUDY. Prereq. Jr. or Sr. major and consent of de94, 95. INDEPENDENT
I , I Cr.
partment chairman. (Offered both semesters.)
JOURNALISM
12. FORMSOF JOURNALISTIC
WRITING.11.
r Cr.
An introduction to news, feature, and editorial writing. Some attention given
to editing and headlining
15. EDITINGTHE SMALLPAPER. I.
2 Cr.
The mechanics of newspaper production. Designed especially for prospective
advisers of high-school publications. (Offered 1963-64.)
Major in Language Arts for Teaching: 46 credits in the following areas,
including: Eng. 21, 31, 32, 51, 61, 62, 71, 74, 2 2 or $2, 2 5 or 50; Journalism
12; Speech 31, 66, plus 2 additional credits; Library Science 63.
DEPARTMENT OF SPEECH
THISDEPARTMENT
aims to foster in students those speech skills which contribute to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech compositions, and critical listening
habits. It aims, through courses in intenpretative reading and drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the student
to teach speech in the secondary schools and to take graduate work in speech,
theater, or speech pathology.
II
All students are required to earn 2 credits in speech for graduation.. Speech
is designed especially for this requirement.
Students needing help with speech problems such as stuttering, lisping, foreign
dialect, and excessive stage fright should contact the head of the department
for individual attention.
Major: 24 credits above Speech 11. For Education students courses 12, 30,
3 I , 5 I, 66, and 76. In addition, a course in logic is required of all majors.
Minor: 17 credits above Speech 11. For Education students courses
3 I , 5 I , 66, and 76.
12,
30,
-
Division of the Humanities / 5 3
I I. BEGMNINGSPEECH. SO. ( m e r e d both semesters.)
2 Cr.
Basic problems of effective speaking and critical listening. Three hours a week.
12.
FORMSOF PUBLICADDRESS.
Prereq. 11, Fr.,
So. 11.
z
Cr.
Public speaking projects with emphasis on style, audience psychology, and
adaptation to various situations. Three hours per week.
I 6.
STORYTELLING
AND CREATNE
DRAMATICS.SO. lT.
z Cr.
Selection of stories for various age groups. Techniques, observation, and practice
in story telling and creative dramatics. Recommended for p/arish workers and
elementary school teachers. (Offered 1962-63.)
z Cr.
21-2z.t INTERCOLLEGIATE
DEBATE. I, 11. Open to all students.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
25. ~NTERCOLLEGIATE SPEECH. Open to all students. I.
Prepara~ionfor and participation in intercol1egiate.speech contests.
I
Cr.
30. INTRODUCTION
TO DRAMATIC
ARTS.Open to all students. 11.
3 Cr.
An introduction to the history of the theater and to the theories of drama
and dramatic production.
3 I.
INTERPRETATIVE
READING. So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
kinds of prose, poetry, and drama.
So. TI.
3 Cr.
An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
jz.
ACTING.
Upper Division Courses
3 Cr.
5 I . ARGUMENTATION.
Jr., Sr., I.
Applications of logic in public speaking, discussion, and debate. Participation
in intercollegiate debates.
3 Cr.
52. ADVANCED
PUBLICSPEAKING.Jr., Sr., 11.
An introduction to classics in rhetoric; analysis of great speeches; practical
work in speech writing.
$5. GROUPLEADERSHIP
AND DISCUSSION.
Jr., Sr.,
I.
z Cr.
Theories of group leadership; principles and types of discussion; practice in
group discussion techniques. (Offered 1962-63.)
64. STAGECRAFT.Jr., Sr. 11.
r Cr.
A study of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises.
54
66.
/ Division
of the Humanities
STAGEDIRECTION. Prereq. 32. Jr., Sr. 11.
3 Cr.
Theory and practice of stage direction with lzboratory exercises in planning
productions and conducting rehearsals.
76. SPEECH PATHOLOGY. Jr., Sr. 11.
3 Cr.
Physical and psychological factors underlying normal and abnormal speech. An
introduction to principles and methods of speech correction.
91, 92. SPEECH SEMINAR.Sr. I, 11.
2, 2 Cr.
Selected topics in rhetorical theory; individual projects with emphasis on the
use of primary sources and the methodology of research.
93, 94. DRAMASEMINAR.Sr. I, 11.
2, 2 Cr.
Selected topics in drama; individual projects as indicated by personal needs and
interests.
DEPARTMENT OF MODERN LANGUAGES
THISDEPARTMENTaims to impart to the student the knowledge of a modem
language as a factor in stimulating a sympathetic interest in the people for whom
i t is the main channel of expression. I t also aims to aid the student in developing
an understanding of the idiom of a particular language and a mastery of the
rules of grammar and pronunciation. I t durthermore seeks to develop an interest
in the history, literature and life of the people whose language he is learning,
and to transmit to American life the best of their cultural and religious heritage.
A special aim is to provide language facility and technical training for those who
plan to teach, study theology, or become candidates for higher academic degrees.
GERMAN
Major: 24 credits above German 2.
Minor: 1 6 credits above German 2.
I - 2 . t BEGINNINGGERMAN.I,, 11.
8 Cr.
Pronunciation, grammar, reading, elementary composition and conversation.
Audio-oral exercises in laboratory required.
3, 4. INTERMEDIATE
GERMAN.Prereq. 2 o r equivalent. I, 11.
3, 3 Cr.
Emphasizes pronunciation and comprehension. Grammar review, composition,
and conversation. Required for teachers and minors. Students who have credit
for German 5 , 6 will not receive credit for this course.
y, 6. INTERMEDIATE
GERMAN.Prereq. 2 or equivalent. I, 11.
3, 3 Cr.
Emphasizes reading and interpretation of texts in German. For students who
plan to enroll in a theological seminary or graduate school. Students who have
credit for German 3, 4 will not receive credit for this course.
Upper Division Courses
51, 52. GERMANLITERATURE.
Prereq. 4 or 6. I, 11.
3, 3 Cr.
Selected works of standard German authors. A survey of German literature
and culture.
AND CONVERSATION.
Prereq. 4. I, 11.
61, 62. COMPOSITION
2, 2 Cr.
More advanced work in writing and speaking German. Required for teachers
and minors.
Prereq. 5 2 or #. I.
71. THEGERMANDRAMAQF THE 1 9 m CENTURY.
3 Cr.
A survey of the field and reading of representative works. (Offered 1963-64.)
#. 11.
3 Cr.
A survey of the genre and reading 'of works in the field. (Offered 1963-64.)
72. THEGERMANSHORTSTORY(Novelle.) Prereq. 52 or
74. THEGERMANNOVELOF
THE I ~ T HAND LOTH
#. 11.
CENTURIES.Prereq. 5 2 or
3 Cr.
Discussion and reading of representative works. (Offered 1964-65.)
91. INDEPENDENT
STUDY.Prereq. #. Offered both semesters.
r Cr.
Selected topics in German literature. Paper to be written in German. (Offered
'963-64.)
SCANDINAVIAN LANGUAGE AND LlTERATURE
Minor, 24 credits.
I-2.-1-
BEGINNING
NORWEGIAN.
Fr. I,
II.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
3, 4.
INTERMEDIATE
NORWEGIAN.So. I, 11.
3, 3 Cr.
Further study of grammar. Reading of standard authors. Brief survey of Norwegian literature. Composition.
I I.
SCANDINAVIAN
HISTORY. I.
3 Cr.
A brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. (Offered 1963-64.)
I 6.
MODERNSCANDINAVIA.11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1963-64.)
Upper Division Courses
$5.
THE MODERNSCANDINAVIAN
NOVEL. Jr., Sr. I.
z Cr.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma Lagerl~f,
and others. Knowledge of a Scandinavian language not required. ( m e r e d
1962-63.)
56.
THEMODERNSCANDINAVIAN
DRAMA. Jr., Sr. 11.
L
Cr.
The course includes dramas by Bjfirnson, Ibsen, and Strindberg. Knowledge of
a Scandinavian language not required. (Offered 1962-63.)
FRENCH
Major: 24 credits above French
Minor: 16 credits above French
I-2.t
2.
2.
8 Cr.
BEGINNINGFRENCH.I, 11.
Pronunciation, conversation and elementary grammar. Oral, written, and reading practice. Laboratory work an integral part of the course.
3 , 4. INTERMEDIATE
FRENCH.Prereq. 2 or equivalent. I, 11.
3, 3 Cr.
Further study of grammar involving aural-oral and written practice. Composition. Reading of representative works. Laboratory emphasis on the native
voice.
Upper Division Courses
51, 5 2 . SURVEYOF FRENCHLITERATURE.
Prereq. 4. I, 11.
3, 3 cr.
Study of French authors and literary movements. Lecture, reading, and reporting on literary works in the French language.
61. FRENCH C O N V E R S A ~ O
N COMPOSITION.
AND
Prereq. 4. I.
2
Cr.
Further conversation practice and composition toward facility in the language.
Vucabulary enrichment, organization, and correctness of expression.
62. FRENCH HISTORYA N D CIVILIZATION.
Prereq. 61 or
#.
11.
2
Cr.
Contribution of French thought and culture to the world is studied in conjunction with historical setting and contemporary life.
72. MODERNFRENCHLITERATURE.
Prereq. 52. I, 11.
3, 3 Cr.
Significant literary works since Balzac. Contemporary trends in literary movements and 20th century thought. (Offered 1963-64.)
71,
2 Cr.
90. SEMINARIN LITERATURE.Sr. 11.
Selected topics in French literature. Discussion and reports in French. (Offered
1963-64.)
SPANISH
Major: 24 credits above Spanish 2.
Minor: 16 credits above Spanish 2.
1-2.
t BEGINNINGSPANISH.I, 11.
8 Cr.
Aims to develop the ability to speak, write, understand, and read simple Spanish. Laboratory work an essential part of the course.
3 , 4. INTERMEDIATE
SPANISH.I, 11.
3, 3 Cr.
Further study of grammar; oral work; reading of short stories, novels, and
plays. Further laboratory work.
Upper Division Courses
j I, j t . SURVEYOF SPANISHLITERATURE.
Prereq. 4. I, 11.
3. 3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish. Reading of representative works. Written and oral reports.
Laboratory work.
z Cr.
61. SPANISHCONVERSATION
A N D COMPOSITION.
Prereq. 4. I.
Aims to facilitate free expression in Spanish through conversation and composition. Laboratory work provides opportunity for hearing native voices.
62. SPANISHCIVILIZATION.
Prereq. 61 or #. 11.
2 Cr.
Designed to acquaint the student with characteristic aspects of Hispanic life,
thought and culture. Significant texts are used as a basis for discussion and
for written and oral reports in Spanish.
71, 72. CONTEMPORARY
SPANISHA N D HISPANICAMERICANWRITERS.Prereq.
gt. I, 11.
3, 3 Cr.
Selected readings of modern writers. Oral and written reports in Spanish.
(Offered 1963-64.)
z Cr.
90. SEMINARI N LITERATURE.Sr. 11.
Selected topics in Spanish literature. Discussion and reports in Spanish. (Offered
'963-64.)
DEPARTMENT OF MUSIC
THE DEPARTMENTOF MUSIC offers training to students who wish to become
teachers of music, directors of choral and instrumental ensembles, o r who are
primarily interested in performance, as well as preparation for those who expect
to pursue specialized study in the field of music. General instruction is afforded
other students who also wish to broaden their cultural background with an
understanding of and appreciation for the music of the masters. Emphasis is
laid upon the rich musical heritage of the Christian Church.
Major: 40 credits. Excepting 3 and 10, courses I through 58, 61-62" o r 6364*, 69, 77 o r 78, 80, and 10 credits in applied music, of which 4 must be in
private lessons in voice or on an instrument, and 4 as a member of a musical
organization. A t least z credits in private instruction must be earned in the
junior and senior years. Non-education students may substitute 10 for 77 or 78.
One public performance in their area of specialization is required of juniors
and seniors. This requirement may be fulfilled by satisfactory participation in
the monthly Performance Seminars. Formal public recitals are encouraged and,
upon recommendation of the department, may be given in fulfillment of the
requirement.
Sophomores, Juniors, and Seniors are required to attend monthly Performance
Seminars. Freshmen are encouraged to attend. The seminars are student recitals
which provide opportunity for p b l i c ~erformanceand acquaint the students
with a repertory of musical excellence.
58
/ Dirision
of fbc lf zrrnanities
All majors are required to pass a piano proficiency examination, preferably
by the end of the sophomore year. I t includes: (a) major and harmonic
minor scales with triads and inversions, played two octaves, ascending and
descending, hands together, at moderate speed; ( b ) a Bach two-part invention
o r a classical sonatina; (c) a romantic o r modern piece showing expression; and
( d ) sight reading pieces of hymn-tune grade.
Minor: 26 credits. Excepting 3 and 10, courses I through 58, 61-62" o r 6364", and 6 credits in applied music, z of which must be in private lessons in
vocal o r instrumental music.
A maximum of 10 credits in applied music may count toward the Bachelor
of Arts degree.
I , 2.
THEORY.I, IT.
z, z Cr.
A basic course in the fundamentals of music, including the principles of notation, major and minor scales, intervals, triads, rhythms; aural skills; sight
rezding, dictation, and part singing.
TO MUSIC. 11.
4. INTRODUCTION
z Cr.
A course for non-majors. To promote understanding and enjoyment of music.
Fulfills the fine arts requirement.
7, -8. HISTORYAND LITERATURE
OF MUSIC. I, 11.
z, z Cr.
An historical survey of western music from its beginnings to 1900. Supplemented by musical scores and recorded performances.
10. H Y M N SAND MUSICOF THE CHURCH. 11.
2 Cr.
Development of the music af the Christian Church, with special attention to
the Protestant heritage. Designed for the general student, organists, choir directors, and pre-theological students. Fulfills the requirements of a course in
religion.
I
5-16:i-
HARMONY. I, 11.
4 Cr.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies a; well as opportunity for simple creative writing.
Upper Division Courses
55, 56.
ADVANCED
HARMONY.Prereq.
2,
16. I, 11.
2,
z Cr.
Continuation of 15-16, with advanced work in harmonization of figured bass
and given melodies. Modulation, advanced chord formations, the use of suspensions, retardations, and ornaments of music.
57, 58.
CONDUCTING.Prereq.
Jr. I, 11.
2,
or
2
Cr. in piano, organ, o r equivalent.
z, 2 Cr.
Techniques of conducting choral and instrumental music; organization and
administration of choral and instrumental ensembles in school, church, and
community. Students in music education should take the course in junior
year.
:% student in education should, unless he takes both technique courses, take
Choral Technique if his applied music is largely instrumental, and Instrumental
Technique if his applied music is largely vocal.
/ 59
Division of the Humanities
61, 62. INSTRUMENTAL
TECHNIQUE. Prereq. 2. Jr., Sr. I, II.
-2, 2 Cr.
Class instruction in string, reed, brass, and percussion instruments, preparing
the prospective public school music teacher and director for work in band and
orchestra.
63, 64. CHORALTECHNIQUE.
Prereq. z. Jr., Sr. I, 11.
2 , z Cr.
Class instruction in the 'fundamentals of voice culture as related to choral
ensemble. For public school music teachers and directors of vocal music.
69. TWENTIE-TH
CENTURYMUSIC. Prereq. 8, 56. Jr., Sr. I.
A survey of western music with emphasis on contemporary trends.
2
CL
77. COUNTERPOINT.Prereq. 56. Sr. I.
r Cr.
Strict counterpoint in one, two, three, and four-part writing in all the species.
Three hours per week.
2 Cr.
78. MUSICALANALYSIS.Prereq. 56. Sr. 11.
A detailed study of the structure and form of music, together with the study of
the harmonies constituting any musical composition.
I , I Cr.
80, 81. SENIORSEMINAR. Prereq. Sr. and Music Major. I, 11.
P,dvanced topics in music. Choral, vocal, and instrumental literature. Bibliographies and research. (Offered in 1963-64.)
APPLIED MUSIC
Vocal and instrumental instruction is available to all students. Beginners must
complete two semesters of private lessons in order to receive credit. Others
receive one credit for a minimum of sixteen thirty-minute lessons per semester.
Occasional lessons are available without credit. For statement of fees see under
Financial Information.
I, I Cr.
PIANO. I, 11.
Technique as needed, repertory, performance, accompanying. Music majors and
minors must pass the proficiency examination. Only those credits earned after this
examination has been passed apply toward the major or minor.
ORGAN. Prereq. Basic piano technique and consent of instructor. I, 11. I , I Cr.
Technique as needed, repertory, performance, hymn playing, accompanying.
I, I Cr.
VOICE. I, 11.
Includes correct habits of pronunciation and articulation, breath control,
flexibility, ear training in some cases, and interpretation of song classics, both
sacred and secular.
CHOIR.-;- I, 11.
CONCERTBAND. I, 11.
WOOD-W~ND
INSTRUMENTS,BRASSINSTRUMENTS.
2
Cr.
I, I
Cr.
I,
I
Cr.
WOMEN'S CHORUS (Cantorians), MALE CHORUS, VARSITYBAND, ORCHESTRA (Offered in 1963-64), BRASSENSEMBLE,STRINGENSEMBLE,
WOODWIND
ENSEMBLE.
I/1 Credit per semester
These organizations exist not only for the benefit of the music student but
for any student who wishes to participate in groups affording opportunity for
musical expression.
PERFORMANCESEMINAR I, 11.
o Cr.
6o/Division of the Humanities
DEPARTMENT OF ART
THE DEPARTMENTOF ART endeavors to further the student's technical and
conceptual understanding of art. Besides experience in the disciplines of drawing,
painting, and sculpture, emphasis is given to the function of art in history
and religion. Because of the place art has in contemporary life, students are
encouraged to consider the areas of teaching, graduate study, commercial designing, and avocational art.
In addition to the courses oeered for credit, students have the opportunity
to study and discuss with August Molder, artist in residence, problems of art
related to painting and the making of stained glass windows.
The department reserves the right to keep for three years examples of student art work for exhibition purposes.
Minor: 16 credits, including I , 17 or 18,
21
or 22, and 7 1 .
I . BASICDESIGN. Offered both semesters.
3 Cr.
Theory and application of basic art principles, in drawing, painting, lettering,
and sculpture.
3. ART IN DAILYLMNG. I.
See course 3 under Department of Home Economics.
3 Cr.
17, I 8. OIL PAINTING. I, 11.
2, z Cr.
Investigation of the technical and expressive possibilities of oil paint. Still life,
landscap, and portrait painting.
21, 22. SCULPTURE.I, 11.
z, z Cr.
Design in three-dimensional form. Modeling of portraits, human figures, and
animal forms. Ceramic and plaster casting.
32. WATER&LOR PAINTING. 11.
z Cr.
Use of transparent and opaque water color techniques, with emphasis on landscape painting. (Offered 1963-64.)
Upper Division Courses
n.
64. HISTORY
AND APPRECIATION
OF ART.
See course 64 under Department of Home Economics.
3 Cr.
68. PRINT MAKING.11. Prereq. I.
2 Cr.
Introduction to principles and methods of color printing and composition.
Studio practice in woodcut, linocut, monoprint and the silk screen process.
(Offered 1962-63.)
71. HISTORY
OF PAINTING. I.
3 Cr.
A historical survey of painting in western civilization from early Mediterranean
cultures to modern times.
Division of the Social Sciences
MR. CHRISLOCK,
Chairman
IT IS THE GENERAL PURPOSE of the work in this division to improve the
student's understanding of human relationships and his appreciation of their
importance and value, especially in their Christian interpretation. The work
proceeding under the guidance of the faculty in this division is therefore
ictended to develop a higher grade of citizenship and to improve the individual's
adaptation to his vocation.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
THE WORK OF THIS DEPARTMENT is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations
af the phenomena in the fields of History and Political Science. It affords
preparation for gaduate study and for teaching in secondary schools.
Major, 30 credits; minor, 2 1 credits. Students with a major o r minor in
history who plan to teach in this field must include History 21 and 22. For
non-majors, prerequisites may be waived on consent of the instructor.
I , 2. WESTERNCIVILIZATION.Fr. I, 11.
3, 3 crThis course is a rapid survey of European history from ancient times and up to
the present. Designed to lay the foundation for future work in History.
2 I, 22. UNITEDSTATES
HISTORY.
So. I, 11.
3, 3 CrA survey of the life of the American people, and the development of their ideas
and institutions. First semester, from early explorations to 1865; second semester,
the beginning of the reconstruction period to the present.
Upper Division Courses
52. ENGLANDTO I 832. Prereq. I, 2. Jr., Sr. 11.
3 Cr.
Emphasis laced on the constitutional development of England. (Offered 196263.1
3 Cr.
53. HISTORYOF CANADA. Jr., Sr. I.
The development of Canada from early explorations to the present, with
emphasis on Canadian-United States relations. (Offered 1963-64.)
5 5 . CONTEMPORARY
UNITEDSTATES. Prereq. 21, 22. Jr., Sr. I.
3 Cr.
The United States from about 1900 to the present. Seminar offered in connection with this course may be takep for one additional credit on approval of
instructor.
62 / Dizfision of the Social Scirnces
A ~ T E R IDIFSQMATTC
C A ~ T HISTORY.
Prereq. 6 Cr. in History or Pof. Sci.
16.
=. Jr., Sr. 11.
3 Cr.
The history of Arreric3~1fortiqn policy. The period from ~ 8 9 8to the present
is emphnsiacd. Seminar o f i r e d in cr,mection with this course may be takcn for
or
one additional credit oa apprnr3l of in,strvctor.
(Offcred 1963-64.)
GOVERNMENTS
A N D PROBLEMS
OF SOUTHAND SOUTHEAST
ASIA.
Jr., Sr. I.
See course 57 under Political Science
57.
58. POLITICSAND PROBLEMSOF THE MIDDLEEAST. Jr., Sr. 11.
See course 58 under Political Science.
3 Cr.
3 Cr.
Prereq. I , 2. Jr., Sr. I.
3 Cr.
61. ANCIENTHISTORY.
A cultural and p l i t i c a l history of ancient civilizations and their contribution
to modern cultures. (Offered 1962-63.)
3 Cr.
63. MEDIEVAL
EUROPE,300-1200. Prereq. I , z. Jr., Sr. I.
From the decline of Rome, through the ~olitical,economic, and cultural revival
of I r t h century Europe. (Offered 1963-64.)
64. MEDIEVALEUROPE, 1200-1500. Prereq. I , 2. Jr., Sr. 11.
3 Cr.
Medieval culture at its height in the r 3 t h century, the rise of western monarchies,
decline of the medieval papacy and empire, late Middle Ages and the Italian
Renaissance. (Offered 1963-64.)
3 Cr.
65. EARLYMODERNEUROPE, 1500-1648. Jr., Sr. I.
Emphasizes the religious crises of the Reformation and the religious wars.
(Offered 1962-63.)
66. EARLYMODERNEUROPE, 1648-1783. Jr., Sr. 11.
3 Cr.
A study of divine-righr ahsoliltism of Louis XIV and its influence in Europe,
contrasting political pattern of England, scientific developments and their
efiects on areas of thoughr, 18th cenrury background of the French Revolution. (Offered 1962-63.)
Jr., Sr. I.
3 Cr.
A political and cultural survey of these countries from ancient times to the
nineteenth century. (Offered 1963-64.)
I67.
PRE-NINEI,EENTHCENTURYINDIA, CHINA, AND
68.
CHINA A N D JAPAN, 18y0
TO
JAPAN.
PRESENT. Jr., Sr. 11.
3 Cr.
A survey of the internal developments in China and Japan, their relations with
each other and with the West. (Offered 1963-64.)
A N D EARLYNINETEENTH
CENTURYEUROPE.
FRENCHREVOLUTION
Prereq. 12 credits in History. Jr., Sr. I.
3 Cr.
Political, economic, social, and cultural development in Europe from 1789 to
I 8 $0. The French Revolution, Napoleon, the Restoration, the Revolution of
71.
I 848.
Division of the Social Sciences / 6 3
LATE NINETEENTH C E N ~ ~ U EUROPE.
RY
Prereq. 12 credits in History.
3 Cr.
Jr., Sr. 11.
Political, economic, social, and cultural development in Europe from 1848 to
1914. The national unification of Germany and Italy, the rise of imperialism,
and the background of World War I.
72.
HISTORY
OF POLITICALTHEORY. Jr., Sr. I.
See course 75 under Political Science.
75.
82. TWENTIETHCENTURYEUROPE. Prereq.
12
3 Cr.
credits in History. Sr. 11.
3 Cr.
A survey of recent developments in the world, extending from the outbreak, of
World War I to the present. Seminar offered in connection with this course
may be taken for one additional credit on approval af instructor.
95. SEMINARI N NORTHWESTHISTORY. Prereq. #., Jr., Sr. I.
3 Cr.
A study of various areas of the history of Minnesota and the Northwest. A
research paper is required. (Offered 1962-63.)
POLITICAL SCIENCE
Minor:
I5
credits.
41-42:i- AMERICANGOVERXMENT.I, 11.
6 Cr.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government.
Upper Division. Courses
5 6. AMERICANDIPLOMATICHISTORY.
11.
See course 56 under History.
3 Cr.
GOVERNMENTS
AND PROBLEMSOF SOUTH AND SOUTHEASTASIA. Jr.,
Sr. I.
3 Cr.
The emergence of the new national states in this area; their political and
economic problems. (Ogered 1962-63.)
57.
58. POLITICSAND PROBLEMS
OF .THE MIDDLEEAST. Jr., Sr. 11.
3 Cr.
A survey of the contemporary political and economic problems in the Middle
East. (Offered 1962-63.)
PUBLIC FINANCE. Prereq. 41-42 or Economics I F for Political Science
3 Cr.
minors. Jr., Sr. I.
See course 61 under Business Administration and Economics.
61.
71. HISTORY
OF POLITICALTHEORY. Jr., Sr. I.
3 Cr.
A survey of the high points in the development of political theory from the
Greeks to the present. (Offered 1963-64.)
GEOGRAPHY
14. HUMANGEOGRAPHY. Fr., So. 11.
A study of geographical factors affecting mankind.
3
Cr.
64 / Division of the Social Sciences
Combined Major in Social Sciences for Teaching: 24 credits in History (including History 21 and 22) and Geography; Sociology I , 2; Economics I F , 16;
Political Science 41-42.
Minor in Social Science: 6 credits each in History and Sociology; Political
Science 41-42; and 3 credits in Economics.
DEPARTMENT OF SOCIOLOGY
THE OBJECTIVES OF THIS DEPARTMENT are to help students attain a better
understanding ~f socircy and its socia! problems, a3 well as tu prepare students
for social senice, f o r grnduatc trnining in mcia1 nrork. and for graduare study in
Sociology. Bepond rrndersranding of society and its pmMcms and beyond
academic comperence, the Department aims to explore the relevance uf Christianity to effective social service.
Major, 27 credits including Sociology I, 2. Required in addition are History
1-2, o r 21, zz; Psychology 5 .
Minor, 11 credits including Sociology I, 2. Required in addition are History
1-2, or Z I , 22.
I.
INTRODUCTION
TO SOCIOLOGY. Fr., So. I.
3 Cr.
An introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2.
SOCIALPROBLEMS. Fr., So. 11.
3 Cr.
The dynamic processes at the root. of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
8. SOCIOLOGY.
11.
r o r 3 Cr.
A n introduction to the field of sociology. Designed especially for student nurses.
I 6.
MODERNSCANDINAVIA.11.
3 Cr.
See course 16 under Scandinavian Language and Literature.
21.
RURAL SOCIOLOGY.So. I.
3 Cr.
Structure, function and change of rural society with special attention to the
problems of contemporary rural America.
rr.
URBANSOCIOLOGY.SO. 11.
3 Cr.
Study of the city as to historical background, causes of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
AND FAMILYRELATIONSHIPS.
Offered both semesters.
42. MARRIAGE
See course 42 under Department of Home Economics.
3 Cr.
Division of the Social Sciences / 65
Upper Division Courses
9 3 . INTRODUCTION
TO STATISTICS.
Jr. I.
3 Cr.
Scientific methods of dealing with the collection, organization, comparison, and
interpretation of numerical data. Constructing of graphs and tables, finding
measures of central tendencies, variability and correlation. Methods of sampling.
54. SOCIALRESEARCH.Jr. 11.
3 Cr.
Methods of investigation in sociology and psychology; an examination of problems and procedures of social research; an analysis of research designs and
techniques.
57. FIELDSOF SOCIALWOW. Jr., Sr., I.
z Cr.
An introduction to the historical development, basic concepts, legislative policies, organizational structure, and institutional functions of social welfare,
including a survey of contemporary public welfare and social security.
TO METHODS
OF SOCIALWORK. Jr., Sr. 11.
58. INTRODUCTION
z Cr.
Principles and procedures of case work and group work. Designed especially for
students who anticipate entering the field of social work. (Offered 1963-64.)
5 9 6 0 . t FIELDEXPERIENCE
I N SOCIAL
WORKAGENCIES.Jr., Sr. I, 11.
2 Cr.
Provides laboratory experience in the metropolitan community for students
preparing for social work. To be integrated with Sociology 57 and 5 8 o r 66.
63. CRIMINOLOGY.
Prereq. I. Jr., Sr. I.
3 cr.
A study of the nature of delinquency and crime in contemporary society. An
examination of casual factors, methods of apprehension, treatment, and prevention of delinquency and crime.
66. PUBLICWELFARE.Jr., Sr. 11.
z Cr.
A study of the development of public welfare in the context of historical
changes in American society, and an examination of major concomitant social
issues. (Offered 1962-63.)
3 Cr.
75. SOCIALPSYCHOLOGY.
Prereq. I , Psy. 5. Jr., Sr. I.
Society and the individual, the socialization process, the development of personality, the impact of grou,p norms. Selrcted forms of collective behavior
such as crowd, rumor, and audiences.
3 Cr.
76. RACERELATIONS.Jr., Sr. 11.
The dynamics of prejudice, racism, and discrimination, together with an examination of social action programs. (Offered 1962-63.)
78. LABOR-MANAGEMENT
RELATIONS.Jr., Sr. 11.
3 Cr.
An analysis of the socio-economic roles of labor and management in a dynamic
society. (Offered 1963-64.)
81. MODERNSOCIOLOGICAL
THEORY.
Sr. I.
3 Cr.
An examination of the nature and major types of contemporary sociological
theories in the context of their historical settings in the nineteenth and twentieth centuries. (Offered 1963-64.)
66 / Division of the Social Sciences
DEPARTMENT OF PSYCHOLOGY
THE OBJECTIVES OF THIS DEPARTMENT ARE: ( I ) to acquaint the student with
the principles and methods in the scientific study of behavior and ( 2 ) to enable
the student to better understand the processes which influence behavior. Emphasis is on the study of man, so that the student may develop an understanding of himself and his fellow man.
Major: 24 credits, including 5, 6 1 , 62, 64, 8 1 , and 86. In addition, Sociology
$3 or Business Administration 54 is required. Students planning to enter graduate school in psychology should also plan to take Biology 1-2 o r 13-14;
Chemistry 5, 6, or Physics 5, 6 ; and Philosophy 2 3 or 73.
Minor: I 5 credits, including 5, 62.
5. GENERALPSYCHOLOGY.
So. o r #. Offered both semesters.
3 Cr.
A study of the basic processes underlying behavior. The general principles and
methods of psychology are examined as they apply to the many areas of
specialization in psychology.
7. GENERALPSYCHOLOGY.
I.
2
Cr.
A study of the basic processes underlying behavior. The general principles and
methods of psychology are examined. For student nurses.
Upper Division Courses
50. H U M A NGROWTHA N D DEVELOPMENT.
Prereq. 5. Jr., Sr. o r
See course 5 0 under Education.
#.
11.
3 Cr.
60. PSYCHOLOGICAL
MEASUREMENT.
Prereq. 5 and Soc. 53 or Bus. Ad. 54.
Jr., Sr. 11.
3 Cr.
A systematic survey of problems of data collection and analysis. Special attention given to measurement of achievement, aptitudes, interests, attitudes.
61. PSYCHOLOGY
OF PERSONALITY:
NORMAL.Prereq. 5 . Jr., Sr. I.
3 Cr.
A study of the dynamics of human adjustment with emphasis on behavior
that customarily falls within the normal range. Includes an introduction to major theories of personality.
#.
Jr., Sr. 11.
3 Cr.
A study of the sociological, biological, and psychological factors involved in
abnormal behavior. Contains an examination of diagnostic categories, treatment,
and research in mental illness.
OF PERSONALITY:
ABNORMAL.Prereq. 6 1 or
62. PSYCHOLOGY
64. EXPERIMENTAL
PSYCHOLOGY.
Prereq. 5 , and Sac. 53 o r Bus. Ad. 54.
Jr., Sr. 11.
3 Cr.
An introduction to design, execution, and analysis of experiments in psychology.
One two-hour lecture and one three-hour laboratory period per week.
Division of the Social Sciences / 67
71. EDUCATIONAL
PSYCHOLOGY.
Prereq. 5 . Jr. I.
See course 71 under Education.
3 Cr.
75. SOCIALPSYCHOLOGY.
Prereq. 5 and Soc.
See course 75 under Sociology.
3 Cr.
I.
Jr., Sr. I.
81. HISTORYAND SYSTEMSIN PSYCHOLOGY.
Prereq. 9 hours in Psy. or #.
Jr., Sr. I.
3 Cr.
A survey of ideas and events of importance in the development of current
points of view in psychology.
1-2, 1-2 Cr.
83, 84. TOPICSIN PSYCHOLOGY.
Prereq. #. Jr., Sr. I, 11.
Independent study for students desiring to carry out individual research projects. Four credit maximum.
85. COUNSELING
PSYCHOLOGY.
Prereq. 61.Sr. I.
3 Cr.
An introduction to the basic principles, methods, and techniques of counseling.
Consideration given to goals and ethical problems in a counseling relationship.
(Offered 1963-64.)
86. SEMINARIN PSYCHOLOGY.
Prereq. 1 5 hours in Psy. or #. Sr. 11.
2 Cr.
A study of psychological problems in the contemporary world. (Offered 196364.)
DEPARTMENT OF EDUCATION
THE EDUCATION
CURRICULUM has been designed primarily for those preparing
to do public school teaching, although any student who is preparing to work
with youth is encouraged to study in this area. The work in this department
will qualify the graduate ifor teaching on the elementary or the junior and
senior high school level, as well as for further study in the field of education.
ELEMENTARY EDUCATIOh7
STUDENTS
PLANNING FOR elementary school teaching are required to follow
the prescribed course of study. See under curriculum for Elementary Education.
Formal admission to the program takes place in the sophomore year. During
t h i s year the srudmt has regwlw conferences with the Director for orientation
ar;d counseling purposes, and is resred in the subject matter of the fields which
are r ~ u ~ hinr elementary schools. S:udenrs wirh dctiriencies may be required to
t A e addi:ionnl work. Each scudenx w&ng to complete the program must
make written application on the form provided and must be recommended by
thc Director and approved by the Committee on Teacher Education.
Major: 3 1 credits, including all courses listed under Curriculum for Elementary Education.
6 8 /Division of the Social Sciences
51. ORIENTATIONTO ELEMENTARY
EDUCATION.
Prereq. Admission to Dept.
of Education, Jr. I.
4 Cr.
A study of the qualifications of teachers, the teaching profession, survey of
American schools, philosophies, policies, and practices. Includes observation of
teaching situations.
73.
A
HUMAN
GRDPM
AND
stndy of the growth
DEVELOPMENT.
Prereq. Psy. 5, Jr. I.
3 Cr.
and development of the human organism from con-
ception &rough adol~cmce.Emphasis on process of learning, factors influencing learn in^.
54. METHODSAND MATERIALS:ART, HEALTH,PHYSICALEDUCATION,
MUSIC.
z Cr.
Prereq. 5 I and 53. Jr. II.
Principles, methods and techniques for health and physical education in elementary grades. Philosophy, methods and materials for teaching art and music
in the elementary school.
56. METHODS AND MATERIALS:MATHEMATICS,
SCIENCE.Prereq. 5 I and 53.
Jr. 11.
r Cr.
Principles, aims, methods, techniques of arithmetic and science in the elementary school. Use of instructional materials.
61.METHODSAND MATERIALS:
LANGUAGE
ARTS.Prereq. 5 1 and j 3 . Sr. I. r Cr.
Aims, methods and techniques of the language arts sther than reading;
language, spelling and handwriting
METHODSAND MATERIALS:SOCIALSTUDIES.Prereq. j I and 53. Sr. IT. r Cr.
Objertiveg, principles, rnerhods and techniques in the social studies. Development of units.
62.
63. TEACHING
OF READING.Prereq. 5 I and 5 3. Sr. I.
3 Cr.
Deals with the problems of teaching reading to elementary school children. T h e
materials and methods are studied in the context of learning theory.
65. CHILDREN'SLITERATURE.Prereq. 5 I and j 3 o r #. Sr. I.
3 Cr.
This is a study of literature suitable for children of elementary school age. It
requires extensive reading and evaluation of books.
66. SEMINARIN TEACHING.
Prereq. Concurrent registration in 68. Sr. 11. r Cr.
This deals with the practical problems of teaching as they arise in the student
reaching experience.
68. DIRECTEDTEACHING
IN
THE ELEMENTARY
SCHOOL.Open to seniors in
elementary education. 11.
8 Cr.
Students spend eight weeks assisting the regular teacher and doing actual tea,ching in cooperating schools. Supemision is carried out by the classroom cooperating teacher and the college staff.
SECONDARY EDUCATION
TO THE SECONDARY EDUCATION CURRICULUM requires an application
ADMISSION
to be approved by the Committee on Teacher Education. Application must be
made during the second semester of the sophomore year if the student is to
complete the program in the regular time of two years. Approval is granted on
Division of the Social Sciences / 69
the basis of a satisfactory health report, favorable personality characteristics,
and a minimum in scholastic achievement of 1.5 honor point ratio in the major,
a 1.0 ratio in the minor, and a 1.0 ratio for the over-all average. Except in
special fields the applicant should be preparing for competency in at least two
subjects that are taught on the high school level, that is, he should complete
a major and a minor or two majors.
All students admitted to the secondary education curriculum must register
for Group Activity, usually to be taken in connection with Ed. 71 and 72.
They are also required to have a course in personal and community health
(Family Health for Home Economic majors) and three semester hours in general psychology, the latter to be completed before taking Ed. 71. For a proposed course of study see Curriculum for High School Teaching.
3 Cr.
71. EDUCATIONAL
PSYCHOLOGY.Prereq. Psy. 5, Jr. I.
A study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in a school
context.
72. TEACHING
IN SECONDARY
SCHOOLS. Prereq. 71. Jr. 11.
3 Cr.
This course has three parts: a study of the purposes and programs of secondary
schools; developing personal competency in planning instructional activities; and
developing the ability to evaluate the outcome of instruction.
o Cr.
73, 74. GROUPACTIVITY.I, 11.
This is not given as a separate course, but offered in connection with Education
71, 72. Includes such activities as teaching, supervising recreation, and advising clubs. The cooperation of the agencies involved is necessary, with reports
from the supervisor and the student.
76. ~RINCWLES
OF GUIDANCE.
Prereq. 71. Offered both semesters. Sr.
2
Cr.
A study of the guidance function of the classroom teacher, tools and techniques
used in studying students, and methods appropriate for student guidance,
including counseling.
2 Cr.
n.
both semesters. Sr.
78. SCHOOLAND S o c ~ ~ Offered
A course designed to develop skill in perceiving and defining current problems in education and the relation of the American school system to modern
society. Included are a study of educational philosophy and the development
of American education.
79.
TEACHING
OF NATURALSCIENCES
IN
THE
SECONDARY
SCHOOL. Sr. I.
2
Cr.
t
Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
81.
TEACHING
OF BUSINESS
IN
83.
TEACHING
OF MATHEMATICS
IN
85.
TEACHING
OF SOCIALSTUDIES
IN
87.
TEACHING
OF HEALTH
EDUCATIONAND PHYSICALEDUCATION
IN
THE
SECONDARY
SCHOOL. Sr. I.
SECONDARY
SCHOOL. Sr. I.
THE
THE
THE
s Cr.
70 / Division of the Social Sciences
88. TEACHING
OF MUSICIN
THE
ELEMENTARY
SCHOOL. Jr.
89.
TEACHING
OF MUSICIN
THE
SECONDARY
SCHOOL. Sr. I.
91.
TEACHINGOF HOME ECONOMICSr~
THE
n.
z Cr.
2 Cr.
SECONDARY
SCHOOL. Sr. I.
z Cr.
92.
EVALUATION
AND ADULTEDUCATION
IN HOME ECONOMICS. Sr. 11.
2
93.
TEACHINGOF ENGLISHIN
2 Cr.
94.
TEACHING
OF MODERNLANGUAGES
IN
THE
SECONDARY
SCHOOL. Sr. I.
THE
Cr.
SECONDARY
SCHOOL. Sr. I.
2 Cr.
TEACHING
OF SPEECH IN THE SECONDARY
SCHOOL. Sr. I.
2 Cr.
Courses 79 through 95 include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Each student is required
to take one course related to the major field to prepare for student teaching.
Prerequisites are a major in the field and Education 72.
95.
97. STUDENTTEACHING
IN
THE
both semesters.
SECONDARY
SCHOOL. Prereq. 72. Offered
6 Cr.
Student teaching is offered both semesters of the senior year. Two alternative
experiences are possible: an eight-week, full-time teaching assignment; or onehalf day of each school day for one semester. In addition, the student attends
seminar meetings.
99.
TOPICS IN EDUCATION. Offered both semesters. Sr.
1-2 Cr.
Independent s t u d y offering students an opportunity to explore areas of specialization in education. Each student does research and presents a report of his
findings o n the requirements, present status, and future possibilities of his own
field of interest. Conducted largely on a seminar basis. Open to seniors with the
approval of the department.
LIBRARY SCIENCE
THE FOLLOWING
COURSES prepare the student to meet the state requirements
for a minor in library science. They train him in making a wise choice of books
for the school li,brary, in preparing books and other library materials for
circulation, in administering a school library, and in making intelligent and
effective use of library tools for his own needs as a teacher.
Minor,
55-56:i-
I6
credits. Recommended elective, Education 65.
BASICFUNCTIONSOF
THE
SCHOOLLIBRARY. SO., Jr. I, 11.
4 Cr.
Designed to acquaint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school administration, faculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration.
Division of the Social Sciences / 7 1
58. ELEMENTARYM A ~ R I A L SJr.,
. Sr. 11.
3 Cr.
Library materials for the elementary school library; book selection, principles
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered 1962-63.)
MATERIALS. Jr., Sr. I, 11.
6 Cr.
59-6o.j- SECONDARY
Introduction to book selection; book selection in subject fields, including reference books and related fiction; periodicals and other non-book materials, standard lists for book selection; reviewing of individual titles. Sources. (Offered
'963-64.)
METHODS. Prereq. 56. Sr. I.
6 1 . PRACTICAL
I
Cr.
Giving the student practice experience in school libraries; teaching the use of
thc library; weeding and withdrawal procedures.
63. READINGGUIDANCE.Sr. I.
2 Cr.
Remedial reading in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading.
DEPARTMEMT OF BUSINESS ADMINISTRATION A N D
ECONOMICS, A N D BUSINESS EDUCATION
THE
OBJECTIVE
OF THIS
DEPARTMENT is to help students gain a broad
knowledge and sound perspective of business and our economic society. The
business major prepares a student for positions in the business community. The
economics major provides the background necessary for further study in
g a d u a t e school. The department also provides a major and minor f o r teaching
in secondary schools.
BUSINESS ADMlNlSTRATION A N D ECOATOMICS
Major in Business Administration: 3 3 credits, including courses I , 2, 15, 16,
53, 54, 61, 62, 92. Equivalent of higher algebra also required.
Major in Economics: 30 credits, including courses I , 2, 15, 16, 54, 6 1 , 62,
92, and nine credits from courses 78, 8 I , 83, 84. Math. 5 2 also required.
Applications for admission to the major must be made to the department
before the end of the sophomore year. Recommended electives: sociology, psychology, history, and political science.
Minor in Business Administration: 1 8 credits, including courses I , 2, 15,
and six credits in Upper Division courses.
I 6,
Minor in Economics: 1 5 credits, including courses 15, 16, and nine credits
from courses 61, 62, 78, 81, 83, 84.
I , 2 . PRINCIPLES OF ACCOUNTING.Fr. I, 11.
3, 3 Cr.
An introduction to the principles of accounting and their application to the
single
partnership, and corporation; preparation of financial
72 / Division of the Social Sciences
statements; and procedure in recording and classifying business transactions.
Meets four hours per week.
I 5, I 6.
PRINCIPLESOF ECONOMICS. So. I, 11.
3, 3 c r .
The foundations of economic analysis; production, employment and prices; and
public policy. The objective is to promote interest in economic problems and
the ability t o use economic analysis in reaching judgments about economic
policy problems. Course 1 5 recommended for students taking only one semester of economics.
Upper Division Courses
53. BUSINESSLAW. Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
54. INTRODUCTION
TO STATISTICS.
Prereq. higher algebra. Jr. 11.
3 Cr.
A course in scientific methods of dealing with the collection, organization,
comparison and interpretation of numerical data. Consideramble emphasis on statistical inference.
61. INTERMEDIATE
ECONOMIC
ANALYSIS:
THE FIRM. Prereq. 11,16,and higher
algebra. Jr. I.
2 Cr.
An analysis of the behavior of business firms under competitive and monopolistic conditions, with particular reference to the firms' decisions in regard to
production and prices.
62. INTERMEDIATE
ECONOMICANALYSIS:INCOME
AND EMPLOYMENT.
Prereq.
2 Cr.
IJ,16, and higher algebra. Jr. 11.
An analysis of the determinants of national income, employment and price
levels with particular reference to aggregate consumption and investment.
71. INTERMEDIATE
ACCOUNTING.
I. Prereq. 2. Jr., Sr. I.
3 Cr.
An analysis of accounting theory pertaining to financial statements, net income concepts, capital stock and surplus accounts, cash, receivables and inventories.
72. INTERMEDIATE
ACCOUNTING
11. Prereq. 71.Jr., Sr. 11.
3 Cr.
An analysis of accounting theory pertaining to investments, tangible and intangible fixed assets, liabilities and reserves, with additional emphasis on financial statements and various measures of income and operations.
74. COST ACCOUNTING.
Prereq. 72. Jr., Sr. 11.
3 Cr.
Essential features of accounting for manufacturing concerns with particular
reference to the securing of unit costs of manufactured products; job order and
process costs.
78. LABOR-MANAGEMENT
RELATIONS.Jr., Sr. 11.
See course 78 under Department of Sociology.
3 Cr.
Division of the Social Sciences / 73
8 1 . MONEYAND BANKING.Prereq. r 5 , I 6. Jr., Sr. I.
3 Cr.
The influence of money and banking on economic activity and of monetary and
fiscal policies which might be adopted to yield a stable general price level with
high levels of output and employment.
8 3 . PUBLICFINANCE.Prereq. 15, 1 6 . Jr., Sr. I.
3 Cr.
Governmental taxation, spending and borrowing, and the impact of governmental finance on economic activity.
8 4 . COMPARATIVE
ECONOMICSYSTEMS.
Jr., Sr. 11.
3 Cr.
A cornpararive study of the major politico-economic systems of today-capitalism, socialism, communism. The background, the characteristics, the
strengths and weaknesses, and the problems of each system will be examined
and compared.
9 2 . SEMINARIN BUSINESS
ADMINISTRATION.
Sr. Offered both semesters.
2 Cr.
Covers problems of special concern to economics and business majors and serves
as a capstone of previous work. The course is designed to encourage advanced
study by students in areas of particular interest to them.
BUSINESS EDUCATION
THESECOURSES
ARE PLANNED to prepare students for stenographic and secretarial positions in business oEices, to assist in the preparation for the teaching
of business education in high schools, for parish secretarial work, and to provide
an opportunity for the development of business skills for personal use.
Business education major: 3 6 credits above I , including 3-4, 8 , 5 I , 5 2 , 5 3 - 5 4 ,
5 5 . Business Administration I , 2 , I 5, 1 6 , 5 3 .
Minor: 2 6 credits above I , including 3-4, 8, 5 1 , 5 2 , 5 3 - 5 4 , and Business
Administration I , 2 ; or I 5, I 6.
Six credits less will be required on the major or minor, if the student can
demonstrate satisfactory -achievement in course 3-4.
I.
ELEMENTARY
TYPEWRITING.
Offered both semesters.
I Cr.
A course for the development of the fundamental skills of typewriting. Three
hours per week.
3-4.t
6 Cr.
ELEMENTARY
SHORTHAND.Prereq. I . I, 11.
Fundamentals of Simplified Gregg Shorthand. Dictation and transcription. Four
hours per week.
3 Cr.
8. OFFICE MACHINES.Prereq. I . Offered both semesters.
The operation of the calculator, adding machine, mimeograph, mimeoscope,
spirit duplicator, and the transcription machine. Three hours per week.
Upper Division Courses
3 Cr.
5 I . ADVANCED
TYPEWRITING.
Prereq. I or equivalent. I.
Further development of typewriting technique in business letter arrangement,
billing, tabulating, manuscript typing, and the typing of legal documents.
Four hours per week.
74 / Division of the Social Sciences
52. SECRETARIAL
PRACTICE.
Prereq. 4. 11.
3 Cr.
Dictation, business letterwriting, filing, telephoning, use of business and legal
forms, personality development, writing application letters, and making application for a job. Mimeographing also taught for those who include this as a
part of the parish worker's course. Four hours per week.
4 Cr.
53-54.t ADVANCED
SHORTHAND.Prereq. 4 or equivalent. I, II.
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
55. BUSINESSSEMINAR.11.
z Cr.
A study in special ~roblemsin the field of business education through research
and informal discussion. Special emphasis on general business.
DEPARTMENT OF HOME ECONOMICS
THE OBJECTNES
OF THIS DEPARTMENT are threefold: to provide courses that
will help students to solve personal, home, and family living problems; to offer
training for homemaking; and to offer training for the teaching of home
economics. Graduates are qualified to teach in federally aided home economics
departments. Courses are open to all students and recommended for general
education.
Non-teaching major: 36 credits; courses are 3, 5, 6, 8, 39, 40, 42, 45, 58,
74. Also required are: Chemistry 5 or 5-6 or 1-32; Physics 3;
66, 67, 71,
Economics 15; Sociology I ; Biology 1-2 or 4 or 13-14, and 54; Psychology 5
and 3 additional credits in Social Science.
Non-teaching minor:
upper division course.
21
credits, including 3, 5, 8, 39, 40, 42, 45, and one
Teaching major: 38 credits above H. Ec. 3 ; courses listed for non-teaching
major plus 33 and 75. Also required of students preparing to teach Home EConomics are Education 91 and 92.
Each student who plans for a vocation in this field should consult members
of the staff about details of the program when she begins her college work.
3 Cr.
3. ART IN DAILYLIVING. I.
A study of art as it is met in the activities of everyday living. Open to all
students.
2 Cr.
5. CLOTHINGSELECTION,
CAREAND REPAIR.I.
Line and design in dress, wardrobe planning, clothing costs and budgets,
quality in ready made garments, textile fabrics, problems related to storing
and caring for clothing. Two class hours per week.
11.
6, CLOTHINGCONSTRUCTION.
2 Cr.
Laboratory experience in making three simple garments from fabrics of different
fiber content. One lecture and two double laboratory periods per week.
Division of Social Science / 75
8. ELEMENTSOF NUTRITION. 11.
A study of the nutrients necessary for maintenance of good health
all of life starting from prenatal needs and continuing rhrough old
emphasis is placed on the needs of the college student. Dietaries of
bers and published recommended dietaries will be analyzed. Three
periods per week.
3 Cr.
throughout
age. Special
class memsingle class
3 Cr.
33. COLORAND DESIGN. I.
Principles of design and color related to selecting and arranging household furnishings. Lettering and simple poster designing. Some craft experience. Home
Economics 3 prerequisite for Home Economics majors. Three double laboratory
periods per week.
z Cr.
36. CRAFTS. 11.
Laboratory experience in various crafts which can be done at home or at camps
with simple equipment. Two double laboratory periods per week. (Ofiered
'963-64.)
AND MANAGEMENT.Prereq. 8 o r f f . I, II. 3, 3 Cr.
3,0, 40. FOODPREPARATION
Laboratory experience in food preparation, menu planning, and table service.
Study of time and money management as related to family meals; food preservation; food costs and purchasing of food. Three double laboratory periods per
week.
Offered both semesters.
3 Cr.
42. MARRIAGEAND FAMILYRELATIONSHIPS.
A course applying principles of cultural living to everyday problems of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, and related subjects.
Regular lectures, talks by guest speakers, illustrated lectures, and tours.
r Cr.
45. CHILDDEVELOPMENT.Prereq. Psy. 5 or #. I.
The physical, mental and social development of the young child. Observations
in local nursery schools; a two week play school is conducted at the college for
10 to 12 children of pre-school age. One lecture period plus one double
laboratory period per week.
Upper Division Courses
58. TEXTILES.
11.
t Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household and clothing textiles. Two double laboratory
hours a week.
OF ART. 11.
3 Cr.
64. HISTORYA N D APPRECIATION
A study of the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Three regular hours scheduled and field trips
arranged. (Offered 1962-63.)
4 Cr.
66. HOMEPLANNINGAND FURNISHING. 11.
This course includes a consideration of housing, an analysis of floor plans, a
study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 33 prerequisite for Home Economics Education maiors. Three double laboratory periods
per week.
76
/ Divisim of
Socid Science
67. FAMILYHEALTH. I.
s Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problems within the family group.
71. HOME MANAGEMENT
PROBLEMS. I.
z Cr.
Consideration of problems relating to planning, directing, guiding, and COordinating the resources of the home for happy, satisfying family living.
3 Cr.
73. HOME MANAGEMENT
LABORATORY.
I.
Actual experience in the regular activities of homemaking such as meal preparation and service, entertaining, care of house and equipment. Emphasis is
placed on management of time, money and energy for eflective family living.
Six weeks residence in a home management house. One individual conference and
one group meeting per week.
74. CONSUMEREDUCATIONAND INCOMEMANAGEMENT. II.
2 Cr.
The wise choice of consumer goods and services available on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
2 Cr.
75. ADVANCED
CLOTHINGCONSTRUCTION.
Prereq. 6. I.
Laboratory experience in making garments of wool. More advanced problems in
fitting and construction are used than those in Course z . Some experience also
given in planning and constructing garments for children. Two three-hour
laboratory periods per week.
Division of Natural Sciences
and Mathematics
MR. NASH, Chairman
IT IS THE PURPOSE of this division to provide training in methods and techniques of natural science and mathematics; to interpret Natural Science in the
light of the Word of God; to acquaint the student with the significance of
science and mathematics in a modern, changing world; to emphasize a sound
mind and a strong body; to train for vocations in various fields; and to equip
the student with a scientific background which will enrich hi life and the
lives of his fellow men.
DEPARTMENT OF BIOLOGY
THE AIM OF THIS DEPARTMENT
is to give the student a broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 28 credits, including courses 13-14, 2 9 , 26, and at least 3 Upper
Division courses not including 60. Also required are 8 credits in chemistry.
Minor for high school teaching, 20 credits, including courses 13-14, 25, 26,
and at least one Upper Division course not including 60.
I-2.iGENERALBIOLOGY. Fr. I, 11.
6 Cr.
A study of the broad pinciples of biology to meet the needs of non-science
majors. Two lectures and one double laboratory period per week. This course
does not count toward the major or minor.
AND PHYSIOLOGY.
Fr. I.
4 Cr.
3. HUMANANATOMY
A professional course in human anatomy and physiology with special emphasis
on structure. For student nurses. Three lectures and three hours of laboratory
per week. Students who have credit for Biol. 4 will not receive credit for
Biol. 3.
4. HUMANANATOMY
AND PHYSIOLOGY.Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function. Three lectures and three hours of laboratory
per week. Students who have credit for Biol. 3 will not receive credit for Biol. 4.
8. MICROBIOLOGY.
11.
3 Cr.
The study of bacteria, yeasts, molds, viruses and other micro-organisms, their
characteristics, role and control, especially in the fields of sanitation and medicine. Designed especially for student nurses. Two lectures and three hours of
laboratory per week.
13-14.i- GENERALZOOLOGY.Fr. I, 11.
8 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures and two double laboratory periods per week.
78
/ Division of Natural Sciences and Mathematics
25, 26. GENERALBOTANY.SO., Jr. I, 11.
4, 4 Cr.
A study of the morphology and physiology of higher plants, followed by a
survey of the plant kingdom. Emphasis is also placed on botanical principles.
Flowering plants are identified in the spring. Three lectures and two single
laboratory periods per week.
Upper Division Courses
1I . GENETICS.Prereq. 15-14, or 25, 26. So., Jr. I.
4 Cr.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lectures per week.
4 Cr.
52. ECOLOGY.
Prereq. I 3-14, and 25, 26. So., Jr. 11.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Ogered 1963-64.)
53. GENERALENTOMOLOGY.
Prereq. 13-14. Sr. I.
3 Cr.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offered
1962-63.)
$4. MICROBIOLOGY.
Prereq. Chem.
or I $ . 11.
4 Cr.
The study of bacteria, yeasts, molds, viruses and other micro-organisms; their
characteristics, role, and control in the home, medicine, agriculture, and industry. Two lectures and two double laboratory periods per week.
3 Cr.
56. TAXONOMY
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
Taxonomy of flowering plants. Special emphasis is placed on systematic principles, systems of classification, rules of nomenclature, etc. Two lectures and
one double laboratory period per week. (Offered 1962-63.)
$ 8.
COMPARATIVE
ANATOMY
OF VERTEBRATES.
Prereq. I 3-14. lT.
4 Cr.
A comparative study dealing with the taxonomy, morphology, and evolution
of the larger vertebrate phyla. Two lectures and two double laboratory periods
per week.
60. BIOLOGYSEMINAR. Sr. 11.
A review of biological techniques. (Offered 1962-63.)
I
Cr.
DEPARTMENT OF CHEMISTRY
IT IS THE PURPOSE of this department to give students an understanding and an
appreciation of the nature of matter and the ways by which this has been
elucidated. The curriculum in chemistry provides an opportunity to examine
the chemical aspect of the structure, the power, and beauty of one of the great
intellectual accomplishments of man-modern
science, and i t provides dramatic
examples of effective ways to handle certain types of problems.
Division of ATatural Sciences and Mathematics / 79
Courses in chemistry are offered not only as part of a liberal arts education,
but also to prepare for: ( I ) high school teaching, (2) the study of medicine,
dentistry, pharmacy, medical technology, nursing, and allied professions, (3)
graduate study, and (4) the chemical profession.
Students planning chemistry majors for pre-graduate training, high school
teaching, or pre-medical work are urged to consult with the chemistry staff at
the earliest possible time.
Major: 24 credits. Minor: 16 credits. Also strongly recommended are: Physics
5, 6; Mathematics 13, 14. Course 3 does not count toward the major or minor.
For those planning to teach chemistry in high school, the major will include
Math 13, 14; Physics 5, 6; Chem. 5, 6 (or 15, 1 6 ) ; 53, 54; 61; 82, 84 (or
78) and preferably 83, 85. A teaching minor must include Chem. 5, 6 (or 15,
16) and other courses to complete '16 credits. Chem. 32 and 61 are strongly
recommended.
Recommended for pre-medical students: I 7, 16, 53, 54, 61, 78; for pre-dental
students: 15, 16 (or 5, 6 ) , 53, 54; for graduate study: 15, 16, and all courses
above 50.
Majors participate in informal, biweekly seminars during the junior and senior years in Chem. 93, 94, 95, and 96.
See under Curriculums for a course of study to meet recommendations of
the American Chemical Society.
3.
ELEMENTARY
CHEMISTRY.Fr. I. Prereq. H. S. Chem. or
tf.
3 Cr.
Study of inorganic, organic, physiological, and pathological chemistry. Designed
especially to meet the needs of the Schools of Nursing of Lutheran Deaconess,
Swedish, Fairview, and Methodist Hospitals. Two lectures and two hours of
laboratory per week.
5, 6.
AND QUALITATIVE
ANALYSIS.
INTRODUCTORY
CHEMISTRY
Fr. I, 11.
4. 4 c r .
For pre-dental, home economics, elementary education, medical technologists,
and other students not majoring in chemistry. Laws and theories of chemistry
and of non-metals and metals and their compounds. Organic chemistry is considered. Systematic semimicro qualitative analysis of cations is the main laboratory work the second semester. Three lectures and four hours of laboratory
per week.
17, 16. INORGANIC
AND QUALITATIVE
CHEMISTRY. Fr. I, 11.
4, 4 c r For majors in chemistry, including pre-medical students; others by permission
of instructor. An intensive course. First semester devoted to fundamental principles and second to inorganic chemistry and qualitative analysis. Three lectures
and four hours of laboratory per week. Prereq.: High school chemistry, elementary algebra, and geometry.
32.
ELEMENTARY
ORGANICCHEMISTRY.Prereq. 5 or 15. So. 11.
4 Cr.
Designed for medical technology and home economics students. Aliphatic and
aromatic compounds with frequent reference to bio-chemistry. Three lectures
and three hours of laboratory per week. (Offered 1962-63.)
80
/ Division
of Natural Sciences and Mathematics
Upper Division Courses
53, 54. ORGANICCHEMISTRY.
Prereq. 6 or 16. So. I, 11.
4, 4 c r .
The important classes of aliphatic and aromatic compounds. Correlations based
on elementary molecular orbital theory and modern concepts of reaction mechanisms. Laboratory work is study of technique and the preparation and study
of typical organic ccnnpounds. Three lectures, five hours of laboratory per
week.
6 I . QUANTITATIVE
ANALYTICAL
CHEMISTRY.
Prereq. 3 2 or 5 3 or #; Math. 13. Jr. I.
4 Cr.
Gravimetric and volumetric analysis. Ionic equilibria with many problems to
solve. Some contact with instrumental analysis. Three lectures and six hours of
laboratory per week.
72. ADVANCED
ORGANICAND QUALITATIVE
CHEMISTRY.
Prereq. 54, 61; some
reading knowledge of German (or concurrent registration). Jr. 11. 4 Cr.
Lectures stress mechanism of organic reactions. Laboratory is qualitative analysis
of organic compounds and mixtures. The ultraviolet and infrared spectraphotometers are utilized. Two lectures and six hours of laboratory per week.
78. INTRODUCTION
TO PHYSICAL
CHEMISTRY.
Prereq. 61 and Math. 14. Jr. 11.
4 Cr.
For premedical students. Thermodynamics, thermochemistry, equilibrium, solutions, electrochemistry, kinetics, colloids, states of matter, gas laws, and atomic
structure. Three lectures, one recitation, and three hours of laboratory per week.
(Offered 1963-64.)
82, 83. PHYSICAL
CHEMISTRY.
Prereq. 61 and Math. 5 2 (or concurrent registra-
tion). Jr. 11, Sr. I.
3, 3 Cr.
For prospective graduate students and industrial chemists. Atomic structure,
states of matter, gas laws, thermodynamics, thermochemistry, equilibrium,
solutions, phase rule, electrochemistry, kinetics, colloids. Three lectures per
week.
84, 85. PHYSICAL
CHEMISTRY
LABORATORY.
Jr. 11, Sr. I.
I, I Cr.
Laboratory course to accompany Chemistry 82, 83. Four hours per week.
86. ADVANCED
PHYSICAL
CHEMISTRY.Prereq. 83. Sr. 11.
3 Cr.
Topics introducing statistical thermodynamics, introductory quantum chemistry,
afid theories of chemical binding. Three lectures per week.
88. ADVANCED
INSTRUMENTAL
ANALYSES.Prereq. 61. Jr., Sr. 11.
I Cr.
A laboratory course designed to acquaint students with some of the important
optical and electrochemical methods of chemical analysis. Four hours of laboratory per week.
90. ADVANCED
INORGANIC
CHEMISTRY.
Prereq. 61. 11.
4 Cr.
Review of atomic structure. Nuclear chemistry, the periodic table, hydrides,
and coordination chemistry. Preparations of inorganic compounds utilizing hottube reactions, air free systems, and similar techniques. Three lectures and three
hours of laboratory per week.
Division of Natural Sciences and Mathematics
/ 81
93, 94, 95, 96. CHEMISTRY
SEMINARS. Jr., Sr. I, 11.
o Cr.
During the junior and senior years all chemistry majors will participate in these
informal bi-weekly seminars to discuss topics of general interest.
97, 98. CHEMISTRY
RESEARCH.Sr. I, 11.
Cr. Arr.
During the senior year each chemistry major preparing for graduate study in
chemistry, will participate in independent research in cooperation with a staff
member. By staff permission only.
DEPARTMENT OF PHYSICS
RECENTDEVELOPMENTS in the field of physics make it imperative that excellent
training be provided for those who intend to continue their studies in graduate
school or who intend to pursue a career in the teaching of physics. It is the
aim of this department to assure the needed training for both of these groups
and to provide the non-science major with s d c i e n t background to make it
possible for him to follow, with some degree of comprehension, the developments in the field of science as they come to him from the medium of semiscientific publications.
Major: 27 credits including courses 5 3 , 54.
Minor: 16 credi,ts.
Courses
2
and 3 do not apply toward the major or minor.
2.
DESCRIPTIVE
ASTRONOMY.Fr. 11.
3 Cr.
A study of our galaxy with particular emphasis on the origin of our solar
system and the distribution and composition of the planets and stars. The location of some of the more prominent constellations and the use of the telescope
and spectroscope will be studied. Three lectures per week. Periodic evening
meetings to observe the sky.
3 . PRINCIPLES
OF PHYSICS. Prereq. elementary algebra. Fr. I.
3 Cr.
A lecture, demonstration-laboratory course in the principles of physics 'including
mechanics, fluids, heat, electricity, magnetism, light and sound. This course is
intended for students in home economics and elementary education, and others
who wish some basic information in the field of physics. Three lectures, one
two-hour laboratory.
5. GENERAL
PHYSICS.Prereq. Math. 13 or concurrent registration in Math. 13.
Fr., So. I.
4 Cr.
A general course in mechanics, sound, and heat. Three lectures, one quiz, and
one two-hour laboratory period per week.
6. GENERALPHYSICS. Prereq. 5 . Fr., So. 11.
4 Cr.
This course is a continuation of Phys. 5 and covers electricity, magnetism, and
light. Three lectures, one quiz, and one two-hour laboratory period per week.
82
/Division of Natztral Sciences and Mathematics
Upper Division Courses
INTRODUCTION
TO ATOMICAND NUCLEAR
PHYSICS. Prereq. 6, and Math.
5 I or concurrent registration in Math. 51. So., Jr. 11.
3 Cr.
The hydrogen atom, optical and X-ray spectra determination of "e" and "e"/m,
radioactivity, disintegration of nuclei, nuclear fission. Three hours lecture per
week.
52.
ELECTRICITY
AND MAGNETISM.Prereq. 6, and Math. 5 1 or concurrent
registration in Math. 5 I . So., Jr. I.
3 Cr.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuits, electrical
instruments. Three hours lecture per week.
53.
ELECTRICITY
AND MAGNETISM.Prereq. 5 3 and Math. 5 2 or concurrent
3 Cr.
registration in Math 52. So., Jr. 11.
Continuation of Physics 53, including also electronics and field theory.
54.
OPTICS. Prereq. 6 and Math. 5 I or concurrent registration in Math. 5 1
Jr. I.
3 Cr.
Geometrical and physical optics dealing with topics such as reflection and refraction by both plane and spherical surfaces, less aberrations, interference,
diffraction, polarized light. (Offered 1962-63.)
57.
MECHANICS.Prereq. 6 and Math. 5 1 . Jr. I, 11.
3, 3 c r .
Introduction to vector algebra and vector analysis, forces, motion of a particle,
motion of a rigid body, work, kinetic energy, vibrations in one dimension,
motion in a conservative field.
61, 62.
ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in
I, I Cr.
an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
63, 64.
7 1 . HEAT AND THERMODYNAMICS.
Prereq. 6, and Math. 5 1 or concurrent
3 Cr.
registration in Math. 5 I . Jr., Sr. I.
A study of temperature, heat, expansion, change of state, ideal gases, first and
second laws of thermodynamics, heat engines. (Offered 1963-64.)
PHYSICS. Prereq. 6, and Math. 5 I. Sr. 11.
3 Cr.
72. MATHEMATICAL
Discussion of the equations of mathematical physics with applications to various
fields such as mechanics, thermodynamics, heat flow, electricity and magnetism,
optics. (Offered 1963-64.)
PHYSICSLABORATORY.
Prereq. concurrent registration in
73, 74. ADVANCED
I, I Cr.
an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
Combined Science Major for Teaching: 4 6 credits, including Chemistry 5, 6,
(or 15, 16) 32, 6 1 ; Biology 13-14 and 25, 26; Physics 5, 6, and 6 credits in
Upper Division courses.
Division of Natural Sciences a d Mathmatics / 8 3
DEPARTMENT OF MATHEMATICS
The Department of Mathematics aims to develop the student's knowledge and
skill in the major branches of elementary mathematics, an appreciation of its
cultural and practical values, and the background for teaching and for professional and graduate study.
~ a j o r :24 credits above 13, including 14, 5 I, 52. For those preparing to
teach in the secondary schools, courses 6 1 , 62, and 71, 72 are also required.
Minor: z t credits, including
I 3,
14, 5 I , 52.
5 . ENGINEERING
DRAWINGAND DESCRIPTIVE
GEOMETRY.Prereq. solid geometry.
Er., I.
3 Cr.
Representation and analysis of systems of projection and space problems
including engineering geometry. Introduction to theory and standard practices
of graphic representation. Two lectures and four laboratory hours per week.
6. ENGINEERINGDRAWING
A N D GRAPHICCOMPUTATION.
Prereq. 5, I 3. Fr., 11.
3 Cr.
Application of theory and standard ' practices of graphic representation.
Graphical computation of engineering problems and analysis of empirical data.
Two lectures and four laboratory hours per week.
13, 14. INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. higher algebra
o r equivalent. Fr., So. I, 11.
4, 4 c r .
An analysis of algebraic, trigonometric, logarithmic, and exponential functions. I t includes derivatives and integrals, and an introduction to determinants, and numerical trigonometry. Calculus and analytical geometry are introduced. Students whose backgrounds call for additional work are placed
in sections meeting five hours a week.
Upper Division Courses
I A,
5 zB. ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.Prereq.
14. So., Jr. I, 11.
51
5
I 3,
cr-
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made. (Offered 1962-63.)
ANALYTICALGEOMETRYAND CALCULUS.
Prereq. 14. So., Jr. I, II.
4, 4 Cr.
Study of calculus and analytical geometry. Includes some work in solid anal y t i c ~ .Open to freshmen with exceptional preparation from high school. (Offered 1963-64.)
5 I,
12.
56. FOUNDATIONS
OF ARITHMETIC.Jr., Sr. 11.
2
Cr.
A treatment of basic arithmetical concepts and number theory. For students
preparing for elementary school teaching only. (Ogered 1962-63.)
84 /Division of Natural Sciences and Mathematics
61. BASIC CONCEPTSOF MATHEMATICS
Prereq. 52. Jr., Sr. I.
3 Cr.
A treatment of basic mathematical concepts. For students preparing to teach
mathematics in high school. (Offered 1963-64.)
62. MODERNGEOMETRY.Prereq. 14. Jr., Sr. 11.
3 Cr.
A study of advanced Euclidean and an introduction to non-Euclidean geometry. Stresses the postulational approach. Primarily for students preparing to
teach mathematics in high school. (Offered 1963-64.)
3 Cr.
66. DIFFERENTIALEQUATIONS.
Prereq. 52. Jr., Sr. 11.
A study of ordinary differential equations and partial differential equations.
Special attention is given to these as they are applied in physics and advanced
geometry. (Offered 1963-64.)
3 Cr.
67. PROBABILITY
A N D STATISTICS.
Prereq. 51. Jr., Sr. I.
A study of probability, distributions, central limit theorem, tests of hypotheses,
and other topics in statistics. (Offered 1963-64.)
7 1 , 72. MODERNALGEBRA.
Prereq. 51. Jr., Sr. I, 11.
3, 3 Cr.
A n introduction to abstract algebra, with topics including theory of equations,
determinants, matrices, groups, rings, fields, and vectors.
73, 74. ADVANCED
CALCULUS.
Prereq. 52. Jr., Sr. I, 11.
3, 3 %r.
Operations with infinite series, derivatives, integrals, partial differentiation, implicit functions, line integrals, vector analysis, and complex variables. Emphasis is placed on applications to physics and engineering problems.
DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION
THE AIM OF THE DEPARTMENT of Health and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further the worthy use of
leisure time, and to provide an effective training program for prospective
teachers of health and physical education.
All students are required to take a physical examination by the college
physician as a part of the registration procedure before participating in any
phase of the physical education program..
One year of physical activities, course 3 and 4, is required of all students.
Major for men: 32 credits, including courses 2, 3, 4, 5, 6, 8, 11, 12, 23, 51,
54, 57, 58, 73, 74 and 84. Biology 4 also required.
hlajor for women: 29 credits, including courses 2, 3, 4, 5, 6, 8, 1 3 , 14, 17,
18, 23, 53, 57, 58, 73, 74, and 84. Biology 4 also required.
Minor, 2 1 credits, including courses 2, 3, 4, 5, 6, 8,
men; 2, 3 , 4, S, 6, 8, 13, 14, 17, 18, 73, 74 for women.
I
I, 12, 5 I , 73, 74 f o r
Division of Natural Sciences and Mathematics / 8 y
z. PERSONAL
AND COMMUNITY
HEALTH. Fr. Ofiered both semesters. z Cr.
A study of modern concepts and practices of health and healthful living applied
to the individual and the community.
3 , 4. PHYSICALACTIVITIES.(Men). Fr. I, 11.
Two hours per week.
3, 4. PHYSICALACTIVITIES. (Women). Fr. I, 11.
Two hours per week.
%, % Cr.
TO HEALTH EDUCATION,PHYSICAL EDUCATION, AND
RECREATION.Fr. I.
2 Cr.
A brief preview of the three present day interrelated fields of health education,
physical education, and recreation.
5.
~NTRODUCTION
6. RECREATIONAL
ACTIVITIES. Fr. 11.
I Cr.
Theory and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. Two hours per week.
8. FIRSTAID. Fr., So. 11.
American Red Cross First Aid Course.
I
Cr.
11. TEAM SPORTSAND LEAD-UPGAMES. (Men.) So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
volleyball; touch football, and basketball. Four hours per week.
r 2. INDIVIDUAL
AND DUAL SPORTS. ('Men). So. 11.
2 Cr.
Theory and practice in teaching badminton, shuffleboard, handball, aerial darts,
table tennis, horseshoes, tennis, archery, golf, bowling, and wrestling. Four
hours per week.
2, 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN.SO. I, 11.
Theory and practice in the coaching and osciating of field hockey, soccer,
basketball, volleyball, and softball. Four hours per week. (Offered 1963-64.)
17. SELF-TESTINGACTNITIES.(Women). So. I.
z Cr.
Theory and technique of teaching stunts and tumbling. Body mechanics. Four
hours per week.
I 8.
INDIVIDUAL
AND DUALSPORTS. (Women). SO. 11.
2 Cr.
Theory and practice in teaching skating, skiing, badminton, table tennis, shuffleboard, archery, tennis, golf, and bowling. Four hours per week.
23. RHYTHMS.SO. I.
I
Cr.
Simple rhythmic games, folk and square dancing. Two hours per week.
Upper Division Courses
7 I . SELF-TESTING
ACTIVI~ES.
(Men). Jr. I.
2 Cr.
Theory and practice in teaching individual and dual stunts, apparatus, tumbling,
and special physical fitness activities. Four hours per week.
86 / Division of Natural Sciences and Mathematics
$3. SWIMMINGA N D AQUATICS.(women). I. (For majors and minors in physical education only.)
I Cr.
Theory and practice in teaching swimming. Acquaints students with lifesaving and water safety work. Two hours a week.
54. SWIMMINGAND AQUATICS.(Men.) 11. (For majors and minors in physical
education only.)
I Cr.
Theory and practice in teaching swimming. Acquaints students with life-saving
and water safety work. Two hours a week.
57. KINESIOLOGY.
Prereq. Biology 4. Jr. I.
2 Cr.
This is a study of body movements and the mechanics in the effecting of
efficient movements.
58. PHYSICALEXAMINATIONS
AND ADAPTEDPHYSICALEDUCATION. Prereq.
2 Cr.
Biol. 4, and P.E. 57. Jr. 11.
Procedures and interpretation of physical examinations. Analysis of functional
and organic abnormalities and suggested adapted activities for atypical cases.
61. PREVENTIONAND
TREATMENT OF
ATHLETIC INJURIES. (Men).
I. z Cr.
66. INSTRUCTOR'S
COURSEIN FIRSTAID. Prereq. 8. Jr. 11.
I Cr.
Methods and materials in teaching the American Red Cross First Aid Course.
PRINCIPLESAND CURRICULUMOF HEALTH EDUCATIONAND PHYSICAL
EDUCATION. Prereq. 5. Sr. I.
3 Cr.
Aims, scope and objectives of health and physical education. Analysis and
evaluation of the elementary and secondary school hea1,th education and physical
education curriculum.
73.
74. ORGANIZATI~N
AND
ADMINISTRATIONOF HEALTH EDUCATION AND
3 Cr.
PHYSICAL EDUCATION. Prereq. 5. Sr. 11.
Problems of organization, administration, and supervision of health education
and physical education.
S I. COACHINGOF SPORTS:FOOTBALLAND BASKETBALL.Sr. I.
2 Cr.
Theory and techniques of coaching. Seniors only, o r approval of instructor.
82. c 0 . 4 ~ ~
O F1
SPORTS:
~~
BASEBALLA N D TRACK.Sr. TI.
2 Cr.
Theory and techniques of coaching. Seniors only, or approval of instructor.
84. TESTSAND MEASUREMENTS
IN PHYSICALEDUCATION. Sr. 11.
A survey and evaluation of tests in physical education.
I
Cr.
86. COMMUNITYRECREATION.Jr., Sr. I1
2 Cr.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work. (Ofiered 1962-63.)
87. TEACHING
OF HEALTH
EDUCATION AND PHYSICALEDUCATIONIN
SECONDARY
SCHOOL. Sr. I.
THE
2
Cr.
Special Programs of Study
EVENING SCHOOL
EVENINGCLASSES are held as a community service for adults not enrolled in the day school and are available to regular day students as
well. Announcement of courses to be offered is made in the fall.
AFFILIATION WITH SCHOOLS OF NURSING
STUDENT
NURSES in the SchooIs of Nursing at the Lutheran Deaconess.
Swedish, Fairview, and Methodist Hospitals in Minneapolis receive
some of their instruction at Augsbmg College. Application for admission to the Schools of Nursing should be made to she hospitals directIv.
MEDICAL TECHNOLOGY
IN COOPERATION with the Minneapolis General and Swedish Hospitals,
Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first t h e e years of
this work are taken at Augsburg and a final twelve-month p r o e m is
completed at one of the two hospitals.
SPAN
AUGSBURG PARTICIPATES in the SPAN (Student Project for Amity
among Nations) progranl. This is a joint venture of the University of
Minnesota and s e ~ e r a lcolleges in the state. Qualified students are
selected to spend a summer in informal. study abroad. Applications are
made in the ~pringof the Sophamore year.
JUNIOR YEAR ABROAD
A n ARRLVGEMEXT has bem made with the Universit!~ of Oslo in Norway
under which s ~ c l e n tentering
~
their junior year in collcge may spend
this ?ear a t that I'nive~ity. llpplications must he approved b?- the
Committee on Admissions ancl Strrtlent Standing. The plan is available
onlv to students -with good echolastic records whose special fie!d of
study can he follo~redsatisfactorily a t the Univer~ityof Oslo. Some
possible fields are Nomegiw language and literature, history, reli~ion.
and plrilosophp.
CORRECTIVE THERAPY
A YROGR~M in Corrective ThaaTJy worked out in cooperation ~ 4 t h
the Veterans Administration Hospital is availahlc to students who
complete a majar in Phvcical Education at Augsburg. The program
requires 250 hours of clinical obsenation, practice. and orientation
under the direction of the Chief of Physical Xedicine and Rehabilitation Service at the Veterans Hospital. The work map be done either
during the senior year or after graduation. It carries no c o l e g ~credit.
Curriculums
The following courses of study are outlined as guides for the student
and his adviser in planning a prolgram in accordance with his major
field of study and vocational objective.
GENERAL LIBERAL ARTS
THE COURSE
OF S T ~ Y
given below suggests a sepence which may be
followed to include the rewired general education courses. For elmtives, students should take care to include all courses required for the
-jar
field of study. Requirement- for the major are listed m d e r
departmental headings.
FmSHMAN
SOPHOMORE
ISem. I I Sem.
Cr.
Cr.
Religion 1, 2
.2
2
English 1, 2 ................ 3
3
History or Sociology ...... . 3
3
Foreign Language ......... . 4
4
Natural Science ........ .3 or 4
3 or 4
Physical Education 3, 4
Y2
Y2
.............
....
JUNIOR
ISem. II Sem.
Cr.
Cr.
Religion 3, 4 ...............
Foreign Language
Social Sc~ence
Natural Science
Electives ....................
..........Z
.3
2
3
D
3
9
.............
.3
........... .-
-
SENIOR
I S m . I1 Sem.
Cr.
Cr.
Religion ..................... 3
3
Speech
2
Social Science or History .. 3
Electives ................., .lo
12
-
I Sem. II Sem.
Cr.
Cr.
Fine Arts
.3
Literature or Philosophy ...
3
Electives ................... 14
14
..................
-
THE CHRISTIAN MINISTRY
COMPLETFON
OF TEE P R E - S E ~ . P R YcrrrricuInm qualifies the
&dent for
admission into the th-ree-year c o u r s ~in the "27leological Seminary*which
preparer students for the Cbi3ian ministry as pastoss or miesionaries.
The following program gives the approximate pre-seminarp course. T t
does not specify a major or a minor. The srudent shouId seek the
counsel of the Seminary adviser as early as ~ossiblesince the major
selected by the student may affect the choice of courses even in the
Freshrnan year.
Prsseminary students should confer with the Seminary adviser.
FRESHMAN
SOPHOMORE
I Sem. II Sem.
Cr.
Cr.
................
........
......
.2
Basic Bible
meshman Endish ......... . 3
.4
Foreign ~ a n 5 a g e
.3
Western Civilization
Physical Education ........ %
Natural Science
.3
Electives
2
...........
....................
2
3
4
3
H
3
2
I Sem. II Sem.
Cr.
Cr.
2
3
3
Religion 3, 4 .............. . Z
Fine Arts
Natural Science ........... .Psychology ................. .S
Foreign Language ........ .3
Typewriting ............... .I
New Testament Greek ... .4
Electives
.3
................... .-
...................
3
4
2
JUNIOR
SENIOR
I Sem. I I S e m .
Cr.
Cr.
-3
3
...2
3
-3
3
.....
..................
....................
N e w Testament Greek
Speech
History
Sociology or Economics or
Political Science ........ . S
Electives ................... .5
3
5
f Sem, R Sem.
Cr.
Cr.
Religion ................... .3
a
Y o u t h W o r k in t h e- Church2
Philosophy ................ . 3
3
English Literature ........ . 3
3
Electives .................. . 8
5
The foreign language requirement includes 14 semester credits in
Greek, and 14 semester credits in Latin, German, or Norwegian.
PARISH AND MISSIONARY WORKERS
THE PURPOSE OF THIS COURSE is to train men and women for effective
the Church at home o r ahroad: &at is, as teachers in vacation, week-day, m d Sundar schools. as yonih leaders, and as parish
workers. The course is co arranged that the student rtill, upon its
satisfactory conclusim. receive the A.R. degree and also a certificate
indicating that he or she is a tpaljfied parish worker.
service in
Students interested in becoming parish workers should consult with
the chairman of the Department of Religion.
The suggested schedule provids for a minor in religion and makes
it possible to plan for a major in this field or in history, English, philosophy, or socielogp. The caur;es essential for the securing of the
Parish Torker's Certificate are italicized in the outline below.
SOPHOMORE
FRESHMAN
I Sem. II S e m .
Cr.
Cr.
Basic Bible .............. , . .2
Freshman English ......... .3
Natural Science ........... . 3
Typewriting
.1
Phy$icaI Activities ......... Yi
Foreign Language ......... . 4
Sociology 1, 2 .............. . 3
...............
2
3
3
I Sem.
R
.............
.................
....-.........
-L.
ieligion 3, 4
.2
,h 11
.2
:h 12 .............
.anguage
.a
~ e n e f a lPsychology ....... . 3
Fine Arts ................. .First Aid
.Natural Science
-3
Speech 16 ................. .Music: 1U
FElectives
.4
A
-
I Sem. I1 Sem.
Cr.
Cr.
T h e Missionary Enterprise
3
Principles o f Christian
Education ............... .3
Religion 81 ............... - 3
Religion 72 ...............
Social Pwchology or Urban
Socioloau
- - ................ .S
Acting
Crafts
Elementary Shorthand .... .8
Recreational Activities
Electives
6
. .-
.-
~
~
........................
Cr.
2
..................
...........
................. .-
...................
SENIOR
JUNIOR
I1 Sem.
I Sem. I1 Sem.
Cr.
-Cr.
2
Parish W o r k ...............
Y o u t h W o r k i n t h e Church 2
Educatiofial Psychology ... .3
Journalistic Writing .......
Literature or Philosophy .. .3
Fields o f Socinl W o r k ...... . 3
Secretarial Practice ........ .Advanced Typewriting ... . 3
Electives ................... .4
.-
HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a certificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Except with special majors such
as music, home economics, combined natural science, business education, and language arts, students should usually prepare for competency
in at least two subject-matter fields in which high schools offer work.
Areas in which they may obtain teaching majors or minors include
English, German, Spanish, French, speech, music, history, social
science, business education, home economics, biology, physics, chemistry, natural science, mathematics, and physical education. Minors are
also offered in Scandinavian language and literature, art, political
science, and library science.
FRESHMAN
r smn.
Cr.
Religion 1. 2 ............. .4
English 1, 2
.3
History or Sociology
.3
Foreign Language ....... .a
Natural Science ....... .3 or 4
Health .
Physical Education 3, 4
I4
..............
.....
I1 S e m .
Cr.
2
3
3
SOPHOMORE
I Sem.
cr
.2
.
Foreim U n z u a E e ........3
P.wcholoP~ ...-...........
.h'alurnl ScTence ........ .3 ar 4
Religirm 3, 4
.............
11 S e m .
..
JUNIOR
I S m . 11 Sem.
Religion ...................
Education 71. 72 ..........
Education 13. 74 ........
Speech
Electives in Major
or Minor ................
Cr.
3
.3
.1
....................
Cr.
3
3
1
+
2
10
0
SENIOR
I S e m . I1 Sem.
Cr.
Education 76 ............. .2*
Education78
.2*
Special Methods ......... .2-4
Education 97
.6*
Literature or Philosophy . .Electives in Major or
Minor .................... 4-6
*May be taken lT Sem.
..............
.............
Cr.
-
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years, may be allowed certain modifications in the general education
requirements. They are required to complete courses in general psychology, 3 credits, and health, 2 credits. On the recommendation of
their registration adviser and the approval of the Committee on Admissims and Stodent Standing, they may secure exemption from one or
more of the following, not t o exceed a total of 9 credits: Freshman
English, 3 credik; literature or philosopby, 3 credits; speech, 2 credits;
h e arts, 2 credits; natural science: 3 credits; social science, 3 credits;
foreign language, 6 credits. (At least one year of foreign language must
be taken in college, unless the student completed four years of a language in high school.) To be valid, approvaI of exemption must be
filed in the Registrar's office prior to registration for the junior year.
Curriculums / 9 I
ELEMENTARY EDUCATION
Students planning for elementary school teaching are required to
complete the following curriculum. Except where a choice is indicated,
substitutions can be made only upon the approval of the Director of
Elementar)- Education. -4s with other *dents: certain exemptions are
paeaibIe. Since die optional subjects and free electives are so limited, the
program must be follo~vedcarefully from the fim gear, The major in
this program is Elementary Education: each szudenr i s reqrrired to take
a minor in at least one of the subject matter fields taught in the elementary schools. Variations in the requirements of the minor from
those described by the department may be permitted subject to special
departmental approval.
SOPHOMORE
I Sem.
I S e m . I1 S e m .
Cr.
Cr.
Cr.
2
Religion
3,
4
..............
..2
...............
Religion 1, 2
.2
3
-General
Biology ...........- 3
O e s h m a n English ......... .3
3
General PsvcholoE~
-. ....... .3
-Western
Civilization ...... .3
4
Geography .................. .Modern Foreign Language 4
3 or 4 ,U.
S. History .............. .S
/hysical
Science . . . . . . . .3 or 4
Modern Foreign Language . 3
(Selected from Physics 3,
Electives in minor ........3
Astronomy, Chemistry 5,
FRESHMAN
Sem.
Cr.
2
3
.
6 )
c_phGical
Health
Activities
....... .I/*
SENIOR
JUNIOR
I S e m . I1 S e m .
m.
Cr.
3
Religion .....................
American Government ..... . 3
Education 51 ............. - 4
Education 53 ............. . 3
Education 54.
. . . . . . . .?$ducation
56
Basic -Design
.&
Introduction to Music
.Mathematics 56 ............
Electives in minor
.4
............. ..............
.....
...-...
I S e m . I1 S e n .
Cr.
Cr.
Religion ...................
Education 61
Education 62
Education 63 ..............
Education 65 .............
Education 66 .............
Education 68
Literature ..................
Speech
Electives in minor ........
.3
.............
3
.................3
2
.3
.-
...............3
.3
LAW
Most law schools require, for admision, at least three years of prelegal education at the college l e ~ e l The
.
student ia advised to select a
broad program of study including course in the humanities, the social
sciences, and the natural sciences. ,4 suggested threp-year curriculum
is given below :
FRESHMAN
I Sem. I I S e m .
Cc.
Religion 1, 2 ...............2
English 1. 2 ............... 3
Foreign Language ........ . 4
History 1, 2 .............. ..3
Natural Science ........... .-i
Physical Education 3, 4 .... ' i
Cr.
2
3
4
3
4
1/2
JUNIOR
I S e m . I1 S e m .
Religion
.3
3
S ~ e e c h .................... .2
~ L d i s hComposition ....... .2
Fine Arts ................. .2
Electives ................. .12
10
...................
SOPHOMORE
1 S m . IISem
Cr.
Cr.
Religion 3, 4 .............. .2
2
English
................... .3
Foreign Language ........ . 3
3
Logic ................-..- - 3
3
Social Science ............ .3
Natural Science ......-.... 3
Electives ............. --.... 3
6
-
9 2 / Curriculums
VOCATIONS IN HOME ECOhrOMZCS
Work in the Department of Rome Economics is intended to equip
~tuden&for the teaching of home economics in bigh sc.hao1, to prepare
them for homemaking and to give them h e - b s t two years of the
training required fnr wch rocaeons as dietetics, institution rnanagemerit, home ectrnomice ancl journaliem, and home ectjnomim in business.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work.
A curriculum for a home economics education major is given below.
A graduate who completes this curriculum qualifies for certification
by the Minnesota State Board for Vocational Education to teach in
federally-aided secondary school home economics departments (SmithHughes). Courses in italics are not required for a general home economics major.
FRESHMAN
SOPHOMORE
I Sem. II Sem.
Cr.
Cr.
Religion 1, 2 .............. .2
Physical Education ........ !k
English .................... .:!
S O C ~ O ~..................
O~Y
.S
Biology 1-2, or 4 or
13-14"
.................. W
Art in Daily Living ....... .3
Nutrition ...................
Clothing Selection ......... . 2
Clothing Construction
Chemistry 5 or 5, 6, or
-
.....-
5, 32.
....................
4
2
Yz
3
3
4
-3
-
2
0-4
JUNIOR
ISem.
Cr.
ReUgim ................... .F o r c i ~ n Languaqe
.3
........
.................
Speech .....................
.2
Economics
.3
Co!or and Design .......... .3
H o m e Planning k Furnishjng
Family Health
............
.2
....................Edzccotional Psychology ....3
Tpachtng in SeC. Schools ..Textiles
C r c ~ r p Actlvitu ........... . O
Home EconoWcs 75
.2
........
I Sem. II Sem.
Cr.
Cr.
Religion 3, 4 .............. .2
2
Psychology ................ .3
Foreign Language ......... . 4
4
Physics .................... . 3
Marriage & Family Relations3
Child Development ....... .2
Food Preparation & Management ..................... 3
3
Electives
2
................. . 3
II Sem.
Cr.
3
3
-
4
-
Z
3
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion ................... .3
Literature or Philosophy ..3
Biology 54 ..............
4
Education 76, 78, 91 .. , .1
2
Education 92 .............. .2
Education 97 ............. .6
Home Management
Problems ................. 2
Home Management Lab ... .3
Home Economics 74 ....... .2
....-
0
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years, may be allowed certain modifications in the general education
requirements.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should take higher algebra and plane geometry in high school.
FRESHMAN
SOPHOMORE
I Sem. II Sem.
Cr.
Cr-
Religion 1, 2 ............. .2
English 1, 2 .............. . 3
Chemistry 5, 6 (or 15, 16) .4
Mathematics 13, 14 .........4
Electives
.4
..................
2
3
4
4
4
IS-.
r.
...............C.3
.4
Religion 3, 4
Zoology ....................
Chemistry 53, 54
Physics 5, 6 ...............
Electives ..................
...........4.i
.3
n Sem.
Cr.
2
4
4
4
3
BUSINESS
The program in business adminisbation is intended for stndents who
are planning to wotk in the fields of business and indumy. In addition
to giving preparaeion for a bwiness vocation the following wggested
course of study leads to the Bachelor of Ark degree.
FRESHMAN
I Sem. IISem.
Cr.
Cr.
.2
2
.3
3
.............
.........
Religion 1, 2
Freshman English
Foreign Language ........ .4
History or Sociology ...... .3
Business 1, 2 ................ 3
Physical Education ........ M
JUNIOR
4
3
3
Y
1 Sem. I1 Sem.
Cr.
Religion ................... .Literature or Philosophy
.3
Business Law
Business 61, 62 ............. . 2
Business X
Science
................. .3-4
Fine Arts ............... .2-3
Electives ................. .3-6
...............
.................-
Cr.
3
3
-
2
3
SOPHOMORE
ISem. IISem.
Cr.
Cr.
2
...............
...
Religion 3, 4
.2
F'oref~n Language ........ .3
.3
Princ~plesof Economics
Natural Sc:ence ......... .3-4
.2
Smach ....................
E!actcves
..................
SEMOR
.3
3
3
3-4
-
3-6
I Sem. IISem.
cr.
Religion ................... .Business 92
Electives .............. .15-17
............... .-
Cr.
3
2
12-14
3-5
Recommended elective fields: Psychology, Sociology, Political Science,
History, Speech, English, College Algebra.
CHEMISTRY
The following course of study meets the requirements for the
Bachelor of Arts degree at Augsburg College and is recommended by
the American Chemical Society for ~ t n d e n bwho pIan to do graduate
~ t u d yin chemistry.
Students who satisfactorily complete this curriculum are exempt
from the graduation requirement of a course in the biological sciences
and the second year of a foreign language.
FRESHMAN
1 s m . I1 Sem.
Cr.
Chemistry 15, 16 ........... 4
Mathematics 13, 14 ....... .4
Religion 1, 2
.2
English 1, 2
..3
History or Sociology
-3
!1
Physical Education 3, 4
...............
..............
.......
....
m Q R
4
4
2
3
3
'h
T s w I1 Sem.
Cr.
Cr.
......... .4
m ~ ! m k C r g 82 .............
.Chemlslry 84 ..............
.Cherni-Wy 93, 94 ......... .O
G c m a n 1-2 ..............
..4
3 I a i h e m a t i ~ 73, 74 ........3
Physics 53, 63, 52 ........ 4
Fine Arts ................. . 3
ChmM'y 61, 72
Cr.
4
3
SOPHOMORE
I Sem. IISem.
Ct,
Cr.
............4
Chemistry 53, 54
%thematics 51, 52 .......
Physics 5, 6 ...............
Religion 3. 4
Spe&h ....................
Literature or Philosophy
.............
SENIOR
-4
.4
.2
2!.
..-
4
4
4
2
3
f S m . I1 Sem.
Cr.
Chemistry 83, 88 ........... . 3
Chemistry 85, 86 ......... . I
Chemistry 90 ...............
Chemistry 97, 98 ....... .Am.
Chemistry 95, 96 ........... .O
Religion ................... .3
German or French
.3 or 4
-
...
Cr.
1
3
4
Arr.
0
3
3 or 4
*Recommended for students planning to do graduate work in nutrition, foods,
textiles or equipment as well as for any who plan to transfer to institutions offering
special training in dietetics. These students may take the biology course m the
sophomore year.
NURSING
Many hospitals prefer that applicants to their school of nursing have
at least one year of college. In many instances two or more years of
c~llegework are desirable. The following pre-nursing curriculum is
suggested for those planning to enter a four-year school of nursing.
Those who plan on a three-year nursing program should try to select
courses in college which will not duplicate the courses they will study
in the school of nursing which they plan to attend.
FRESHMAN
I Sem. I1 Sem.
Cr.
(5r.
Relieion
1.
2 ............... -2
2
.
English 1-2 ............... . 3
Foreign Language ....... .5-5
Sociology ................. .3
Chemistry 5 ............. .4
Psychology or Geograuh~
- . . ..First Aid
Physical Education ........ Y
Students enrolled in the Schools of Nursing at Lutheran Deaconess,
Swedish, Fairview, and Methodist Hospitals, Minneapolis, take some
of their course work at Augsburg College. Applications for admission
to this program should be made directly to these hospitals.
MEDICAL TECH-WOLOGY
Students may complete a course leading to the Bachelor of Arts degree with a major in Medical Technology by completing three years of
work at Augoburg College and twelve months at General Hospital or
Swedish Hospital, Minneapolis. The following program prepares them
for eventual certification in Medical Technology, and it includes the
requirements for the degree.
FRESHMAN
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Relieion
1. 2 ............. .2
English 1, 2 ............... .8
Chemistry 5-6, or 15-16 ... .4
History or Sociology ..... . 3
Mathematics 13 ........... -4
Speech
Fine Arts ................. .Physical Education 3, 4 ....4
JUNIOR
Religion ...................
?KIcrobioloW
I Sem.
Cr.
Religion 3, 4 ............. .2
Chemistry 32, or 53-54 . .O-4
Biology 13-14 ............. . 4
Foreign Language ......... . 4
Literature or Philosophy . . 3
Electives .................. 0-3
Sam.
Cr.
2
4
4
4
3
SENIOR
I Sem. II Sem.
Cr,
Cr.
.3
3
.4
.3
3
4
.............
Foreign Language .........
ChemisS' 61 ..............
B i o l o ~Elective ........... . 4
FIectix-esm ................. -3
'Physics strorsgl~ rrcmnmended
sciences, arts, humanities.
Lectures, laboratory and
practical work at General or Swedish Hospital for 12 months ........
32
6
Other
recommended
electives:
English,
social
In the senior year, students taking this program must register at Augsburg as well as at the affiliated hospital.
SOCIAL WORK
A sapid expansion of the field of ~ o c i a work
l
during the past twenty
years has created an acute need for trained social workers. Pmitions
are a>-ailablein publie agencies on federal, state, c o m t ~and
, municipd
leveis; in private agencies sponsored bg churches OT other community
organizations; in group work case work, or community organization.
In response to this need, Au.g:$urg College has developed a curriculum designed to do two things: t a ) equip graduates for immediate
employment in social work positions that do not require post-graduate
training, and (b) prqare students for further study in graduate schools
of social work.
Anpburg College k an active member of the Minnesota Conference
nn Social Work Education. During recent yeare graduates of Augsburg
have secured positions in hot& public and private welfare, in probation
rtmrk, child welfare. gronp workI and case work.
Tlre following courss are recommended for students i n t e r a d in
Social Work. The courses which are itnlicrized should be taken by dl
such students.
FRESHMAN
I Sem. IISem.
Cr.
Religion 1, 2 .............. . 2
English 1, 2 .............. .3
History 1, 2 ............... . 3
Foreign Language ........ . 4
Introduction to Sociology .. 3
Social Problems .......... .1Physical Education 3, 4
%
....
Cr.
2
3
3
4
-
3
SOPHOMORE
I Sem. IISem.
Cr.
Cr.
2
3
3
3
Religion 3, 4 .............. .2
American Government ... . 3
Natural Science ...........+ 3
Psychology
...............
Principles of Economics ... . 3
Rural Sociology .......... .3
Urban Sociology .......... .Foreign Language
.3
.-
........
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion ...................
.3
Sociology 57, 59 ......... . 3
3
Sociology 58, 60 ............
Fine Arts .................. .3
Speech
.2
sociology 53, 54 ........... . 3
Electives .................... 5
-
.....................
SENIOR
3
3
I Sem. I1 Sem.
....................Cr.
Sflciolorm 63 ............... . 3
ReHgion
Cr.
3
.........
.............. -
Sociol Psr~cblagy
.3
Pspcholog]r W
Pub!hc Welfare ......... .Electives in Upper Division
Courses .................. 10
A student map take two Fears of pre-mgineering at Angsbmg before transferring to a school of engheehg. The following currkuluIn
is recommended. Students planning to enter this program should complete higher alpbra and solid geometry in high scf~ool.
FRESHMAN
Cr.
Religion 1, 2 ............... .2
'JEnglish 1. 2
3
v Mathematics IS. 14 ...... . 4
*' Mathematics 5, 8 ......... 3
Physics 5, 6 ............... .4
Physical Education 3, 4 ....Y
...............
rI Sam.
Cr.
2
3
SOFHOMOELE
I Sem. I1 Sem.
Cr.
Cr.
R e l l ~ o n 3, 4 ............
Mathematics 51m 52
P h y ~ c s 52. 63 ............
Mathematics 66
C3rrnimy 15. 18
Soclal Science ............
E n p h h 31 .................
.2
......4
2
3
.......................34
.2
Students who plan to transfer to the Institute of Technology at the
need. in same cases, to take a course
University of Minnesota will
in Rigid-Body Mechanics (statics). It is recommended that h i s be
done in summer session at the University.
96
/ Curriculums
MEDICINE
Most medical schooB reqaire a rninimnm of three years of colege
education, but premedical students muallp find it advmtageous to complete their collep \work before entering the medics1 school. The foIlowing program will meet the requirements of m o e m e d i d schools, bat
it is advisable for the student to study the requirements of the medical
school to which he plans to apply.
FRESHMAN
SOPHOMORE
I Sem. I1 Sem.
ISr.
Cr.
Religion 1. 2 ............. . 2
Engl'lsh 1, . 2 ..............."3
Chemistry 15, 16 ........... 4
Mathematics 13, 14 ........ - 4
Physical Education 3, 4 .... 'k
History or Social Science .S
2
3
4
4
1/2
3
.
JUNIOR
I Sem.
-
Cr.
Religion ....................
Social Science or Historv
.
- -"
- .3
German .................... 3
Chemistry 61, 78. .......... 4
Physics 5 , 6 .............. .4
Literature or Philosouh-v
.3
. .
Chemistry 93, 94 .......... 0
I1 Sem.
Cr.
3
..
-
3
4
4
3
0
I Sem. 11 Sem.
Cr
Cr.
Religion 3. 4 ............. .2
~ e r m a n .................... . 4
Biology 13, 14 ............. . 4
Psychology .................
Chemistry 53, 54
.4
Speech 11 ................. . 2
.........
SENIOR
-
2
4
4
3
4
I Sem. I1 Sem.
Cr.
Cr.
.-
3
Religion .................. . . 3
Social Science
.......-....
.~ - - ~.
--Fine Arts .................
Genetics ...................
.4
Electives .................. .9
Chemistry 95. 96 ........... . O
3
10
0
*Offered alternate years
SECRETARIAL WORK
The fir& year of the fonow3ng program provkh preparation far
certain office positions. Completion of the second year provides more
advanced training. A student who ha. had similar coarse.4 in high
school may bc admitted to advanced classes on the basis of his proficiency in the subject. An outline af the recpiremmts for teaching
business subjects in high school appears under Bueincss Education.
A Secretarial-work Certi6cate is swarded on camp1etian of the
two-year program.
SECOND YEAR
FIRST M:AR
I Sem. I1 Sem.
Cr.
Cr.
Religion 1, 2 ............. . 2
2
Freshman English ....... . 3
3
Elementary .Typewriting ...1
Office Machlnes ............
3
Elementary Shorthand ... . 3
3
Physical Education ........ %
Ih
Electives .................... 8
6
-
-
I Sem. 11 Sem.
Cr.
Religion 3 4 ............... . 2
Speech 11 ................. .Advanced Typewriting
.3
Advanced Shorthand ..... . 2
Principles of Accounting .. . 3
Secretarial Practice ........
Psychology ................ . 3
Electives .................. .4
.....
-
Cr.
2
2
2
3
3
5
Augsburg Theological Seminary
INTRODUCTORY
AUGSBURG
THEOLOGICAL
SEMINARY
is the training school for the pastors
and missionaries of the Lutheran Free Church. It offers a regular threeyear course of preparation for the Christian ministry, including both
theoretical and practical training. In harmony with the Principles of
the Lutheran Free Church it aims to stress particularly the training of
pastors and spiritual leaders dedicated to the ideal of building Lutheran
congregations where tlie G i h of Grace are freely cultivated and
nurtnred under the a u t h o r i ~of the Word and the guidance of the
Holy Spirit.
ADMISSION TO THE SEMINARY
APPLICATION
FOR ADMISSION to the Seminary should be addressed to
the Secretary of the Theological Faculty, and should include the
following:
1. A formal letter of application for admission as a student in the
Seminary, including a personal statement by the candidate concerning
his background, including baptism, confirmation, spiritual experience,
doctrinal convictions, and church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of
these should be from the candidate's local church.
4. A certificate of good health.
These documents should be in the hands of the Secretary of the
Seminary Faculty before July first.
The Committee on Admissions consists of the Faculty and the Serninary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
ADMISSION REQUIREMENTS
THE NORMAL REQUIREMENT for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have
included the following prerequisite subjects:
Greek
2 years
Philosophy ............................................................
1 year
German, or
Latin, or
Norwegian
2 years
In the case of mature students of outstanding ability and experience,
an occasional exception from these requirements may be made by
special action of the Committee on Admissions.
98
/ Augsburg Theological Seminary
SUGGESTED PRE-THEOLOGICAL COURSES
IN
QKDER TEAT STDENTS may derive the greatest possible advantage
from their theological studies, it i s recommended that their college
course of study, besides fulfilling requirements as to a major and a
minor and, i n addition tn the srchjccrs indiefled above- include as
many a3 pn-die of the following:
English
Speech
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
PaychoIogy ........................................................
K~istorq.--.
Youth Work ........................................................
Natural Science
Sociology, or Economics, or
Political Science, or
Education
-1
Typewriting
-.
1
2 years
1 year
1 year
2 years
1 semester
1 year
year
year
When possible, it is recommended that elementary Hebrew
be taken in the senior year of college.
All candidates for admission to the Seminary must have achieved a
good academic record in their preparatory studies in college.
TRANSFER OF CREDITS AND ADVANCED STANDING
S~nn~m
ARE
s AD3rrTTED to the Seminar\- with the anderstanding thal
their studies are to be pursued under the direction of the Theological
Facu1t;r. :lnp arrangement to take a part of h e theological course at
another seminary must have the prior approval of h e Tlrmlogical
Faculty at Augsburg.
Advanced standing is granted in certain instances, when a student
applying for admission presents a transcript of credits indicating work
done in other theologica1 seminaries of recognized standing.
EXPENSES
SEMINARY
STUDENTS pay no tuition. They do, however, pay a Seminary
fee of forty dollars ($40.00) per semester. This includes the general
library, health, student activities and mail box fees. Unmarried students
living in college or seminary housing receive a special grant to cover
the cost of room rent. The cost of board is the same as for the College
students. See under Financial Information. A graduation fee of $7.50
is payable a month before graduation.
CLASS ATTENDANCE
A STUDENT IS EXPECTED to attend all classes regularly. Unavoidable
absences may be excused by the Dean. Attendance at any conference
involving absence from classes must have the approval of the Dean
well in advance of the conference.
EMPLOYMENT
THEWORK in the Seminary should be regarded as a full time vocation.
However, when a student's circumstances require it, a limited amount
of remunerative work will be permitted. This must be arranged in
consultation with the Dean. Occasional preaching engagements may be
accepted, but a student is not allowed to supply a vacant parish more
frequently than every other Sunday.
CONDITIONS AND ZNCOMPLETES
A
CONDITION or an incomplete received at the end of the semester
must be removed within the first six weeks of classes of the following
semester or within a year if the student has not re-enrolled. If incomplete~and conditions are not removed within the time allowed, the
condition automatically becomes a failure and the incomplete will be
recorded as a passing grade only if the average of previous work is
sufficiently high.
SEIWINARY INTERNSHIP
IN ADDITION to the three years of theological study in the Seminary
each student is required to spend six months in practical service, as
appointed and supervised by the Committee on Service. This work is
done during the summer vacations between the beginning and conclusion of the Seminary course.
A limited amount of assigned collateral reading is required during
the in-service period.
The Seminary students are also encouraged to engage in a limited
amount of practical church work during the school year either in the
Twin Cities or in nearby communities.
STUDENT ACTIVITIES
ALL SEMINARY STUDENTS are members of the Concordia Society. A
principal purpose of this organization is "to promote and strengthen
a deeper spiritual fellowship among its members." The weekly meetings
are devoted to prayer and to the consideration of student affairs. The
Seminary joins with the College in a daily chapel service.
During his seminary years, each student is associated with a specific
congregation and is encouraged to serve there. As a united project,
the Concordia Society has recently assumed responsibility for conducting Saturday noon services at the Gateway Mission.
The Concordia Society promotes student participation in the InterSeminary Movement and in the Association of Lutheran Seminaries in
America. On a more local level, the student body participates in a
fellowship of five Protestant seminaries in the Twin Cities.
102
/ Augsburg
Theological Seminary
16. OLD TESTAMENTTHEOLOGY.The major themes of the Old Testament
approached topically: God's nature, names and self-revelation in history. Covenant, election, people of God, nature of man. Sin and forgiveness, judgment
and salvation. Worship, sacrifice, praise and prayer. (Offered 1963-64.)
3 Cr.
17, 18. HEBREWEXEGESIS.A review of Hebrew grammar. Lectures on principles of exegesis. Application of exegetical method to selected passages of the
2, z Cr.
Old Testament. (Offered 1963-64.)
A study of archaeological discoveries
19. SEMINARIN BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The course consists of a number
of introductory lectures followed by student presentarions of assigned topics
I Cr.
and class discussion. (Offered 1963 -64.)
N E W TESTAMENT
20-21. NEW TESTA MEN.^ GREEK. TWO years of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
22. INTRODUCTION
TO THE NEW TESTAMENT.
A survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 1962-63.)
23. THE GOSPEL OF MARK. Readings from the Gospel of Mark in Greek,
with selections from Luke, considered in the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry. (Offered 1962-63.)
24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1964-65.)
25. THE GOSPEL OF JOHN. The purpose and special characteristics of the
~ o u r t f fGospel, its authenticity and value, and relation to contemporary religious movements. Study of the Gospel in Greek and discussion of the themes
3 Cr.
which pervade the Gospel. ( m e r e d 1963-64,)
26. THEJEWISH SECTIONOF THE APOSTOLICCHURCH. Rapid survey of Acts
1-12. This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
1963-64.)
3 Cr.
Augsburg Theological Seminary / 103
27. ASPECTSOF THE THEOLOGY01: PAUL. Survey of some approaches to
Paul and a study of some of the basic themes of his theology. Selected portions
of the Epistles examined in Greek. (Offered 1964-65.)
3 Cr.
28. INTERPRETATIONS
OF ROMANS.Exegesis of the Epistle in Greek; the
essence of the Gospel as set forth by Paul. Consideration of the Gospel as Paul
relates it to the problem of Israel and the Christian life. (Offered 1963-64.)
3 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
2 Cr.
Christ and the spiritual goal of history. (Offered 1962-63.)
OF THE REVELATION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
2 Cr.
(Offered 1964-6j.)
CHURCH HISTORY
40. THE EARLYCHURCH.The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great ($90). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
with a brief survey of the Book of Acts. (Offered 1964-65.)
2 Cr.
41. THE CHURCHOF THE MIDDLEAGES.A general survey of the development of Christianity in Western Europe from 590 to the period of the Protestant Reformation. The course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward reform.
(Offered 1962-63.)
3 Cr.
A study of the causes which led to the Protestant
42. THE REFORMATION.
Reformation; the Reformation itself and its results, including the Roman
3 Cr.
Catholic Counter-Reformation. (Offered 1962-63.)
This course covers the period
43. THE CHURCHAFTER THE REFORMATION.
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the history of the Lutheran Church. ( m e r e d 1963-64.)
CHURCHHISTORY.Early colonization; planting of churches;
44. AMERICAN
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
3 Cr.
is studied with special care. (Offered 1963-64.)
104 / Augsbarg Theological Seminary
THE HISTORYOF CHRISTIAN
DOCTRINE.A study of the development
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1964-65.) 2, 2 Cr.
45,46.
THE LUTHERANCHURCHIN THE WORLDTODAY.A study of the constitution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
47.
SYSTEMATIC THEOLOGY
BASICPRINCIPLES
OF THEOLOGY.
An inquiry into the field, sources, and
z Cr.
methods of systematic theology. ( m e r e d 1963-64.)
lo.
AND ANTHROPOLOGY.
A systematic examination of the teach71. THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
Trinity, creation, and man's fall into sin. (Offered 1963-64.)
2 Cr.
A careful study of the teachings of the Bible concerning
52. SOTERIOLOGY.
Christ-His Person, states, and ofice; the Person and work of the Holy Spirit;
3 Cr.
the order of salvation. (Offered 1964-65.)
AND ESCHATOIOGY.
A s t u d y 4 f the nature and function
53. ECCLESIOLOGY
of the Church; the Sacraments; the doctrine of the last things. (Offered
1964-65.)
2 Cr.
ETHICS.A study of the religious and ethical implications
54, 55. CHRISTIAN
of the Christian experience. Special attention is given to the application of
Christian ethics to individual, group, and public life. (Offered 1962-63.) z, 2 Cr.
A careful studv of the Book of Concord. Attention is given
tb. SYMBOLICS.
to the genesis and development of each creed, its doctrinal significance, and
2 Cr.
its place in the present life of the Church. (Offered 1963-64.)
SYMBOLICS
AND RELIGIOUS
CULTS. A comparative study
57. COMPARATIVE
of the creeds of the great divisions of the Christian Church, and the teachings
z Cr.
of various modern religious sects and cults. (Offered 1962-63.)
58. THE THEOLOGICAL
ISSUESOF THE SIXTEENTHCENTURYPROTESTANT
REFORMATION.
The basic theological differences between Roman Catholicism
and historical Protestantism. The position of historical Protestantism with
regard to divergent theological doctrines is discussed, evaluated, and compared
with the corresponding position of the Roman Church as expounded primarily
in the dogmatic definitions issued during and after the Council of Trent.
(Offered 1962-63.)
z Cr.
Az~gsbz~rg
Theological Seminary
/
105
PRACTICAL TffEOLOGY
All members of the Theological Faculty give instruction in this field.
A.
I'astoral Theology
60. PRINCIPLESOF PASTORAL
THEOLOGY.
This course deals with the Biblical
basis for the Christian ministry, the call and qualifications of the pastor, his
public and private life, and the practical aspects of his work in the church
z Cr.
today. (Offered 1963-64.)
61. INTRODUCTION
TO PASTORAL
COZJNSELING.
A course dealing with the
dynamics underlying human behavior. Various pastoral counseling techniques
are studied. The course attempts to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
be referred to more competent help. Middlers. (Offered annually.)
I Cr.
62. CLINICALPASTORAL
TRAINING.
The purpose of this course is to provide an
opportunity for the student to learn Pastoral Care through interpersonal relations in a hospital setting. I t will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
63. THE CHRISTIANWORLD MISSION. The worldwide responsibility of the
Church. hlissionary motives, methods and aims. Rapid survey of mission history
and a study of the present missionary situation, with special attention given
to the emerging national churches. (Offered 1964-65.)
2 Cr.
B.
Homiletics
65. PRINCIPLESA N D P R A C ~ I C01:
E PREACHING.Technical and psychological
2 Cr.
elements of preaching. Emphasis upon sermons. Juniors.
66. HOMILETICS.The application of the principles of preaching to the outlining and presentation of brief sermons. Emphasis upon thorough preparation
2 Cr.
and constant practice in delivery. Middlers.
67. SERMONS.A course in the preparation and delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great
are studied. Seniors.
2 Cr.
C.
Polity, Worship, and Parish Work
70. CHURCHPOLITY. A course dealing with the Biblical theory of the congregation; officers, organization, and government in the apostolic times; the
growth of the idea of the 'Church; the idea of a free church. I and I1 Corinr Cr.
thians are studied as the best source. (Offered 1963-64.)
106 / Augsbwg Theological Seminary
A study of the various aspects of congrega71. CHURCH ADMINISTRATION.
tional organization. Methods of increasing efficiency in the performance of
the pastor's duties. Effective oflice procedures. The practice and teaching of
Christian stewardship. (Offered 1964-65.)
I Cr.
72. PASTORALPROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of pastoral ethics. (Offered 1962-63.) I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its relation
to varying conceptions of the Church. (Offered 1964-65.)
I Cr.
An historical survey of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered 196263.1
I Cr.
E. Christian Edztcation and Sociology
76. METHODSOF PARISH EDUCATION.Studies in the application of basic
principles and methods of education to the subject matter used in catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1962-63.)
2
Cr.
77. THE CHURCH AND SOCIETY.A study of the relation between the Christian Church and present-day civilization and culture, and of the organized
movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians, both the individual and the
Church, and the activities and agencies by which these duties may be fulfilled.
2 Cr.
Personnel
THE BOARD OF TRUSTEES
Officers of the Board
MR. G. S. MICHAELSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
President
THE REV. L. 0. GJERDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vice-president
MR. R. F. PAUTZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Secretary
MR. R. E. MYHRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Treasurer
Term Expires in 1962
MR. GILBERTBERG,Seattle, Washington
Business, Berg Fuel Company
THE REV. CLIFFORDM. JOHNSON,Minneapolis, Minnesota
Pastor, Oak Grove Lutheran Church
MR. R. E. MYHRE,Minneapolis, Minnesota
Insurance
Term Expires in 1963
THE REV. L. 0. GJERDE, Minneapolis, Minnesota
Executive Director, Lutheran Welfare Society of Minnesota
MR. HERBERTA. JOHNSON, Minneapolis, Minnesota
Investors Syndicate Life and Annuity Company
THE REV. HARRYT. SORENSON,
Bellevue, Washington
Pastor, Lutheran Church of the Good Shepherd
Term Expires in 1964
THE REV. ERLINGTUNGSETH,
Rochester, Minnesota
Pastor, Bethel English Lutheran Church
MR. G. S. MICHAELSEN,Minneapolis, Minnesota
Education, University of Minnesota
MR. JEROMEFORMO,Minneapolis, Minnesota
Vice-President, Plastics Corporation of America,
Minneapolis, Minnesota
Term Expires in 1965
MR. R. F. PAIJTZ,Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
MR. PHILIPC. HELLAND,Willmar, Minnesota
Superintendent of Schools, Willmar, Minnesota
MR. U. W. TERVO,Rochester, Minnesota
Personnel Director, Mayo Clinic, Rochester, Minnesota
108 / Personnel
Term Expires in 1966
MR. L. S. HARBO,
Austin, Minnesota
Superintendent of Schools, Austin, Minnesota
MRS. GEORGENELSON,Minneapolis, Minnesota
Homemaker
MR. RUBENHOVLAND,Northfield, Minnesota
Education, Northfield Public Schools.
Farming
Advisory Members
The REV. DR. JOHN M. STENSVAAG,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARDCHRISTENSEN,Minneapolis, Minnesota
President, Augsburg College and Theological Seminary
MR. LEONARD
RAMBERG,
Minneapolis, Minnesota
Vice-President, Northwesterii National Bank
Minneapolis, Minnesota
ADMINISTRATIOM
BERNHARDCHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
NORMANL. NIELSEN . . . , . . . . . . .Vice President in charge of Development
MARTIN QUANBECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Dean of t h e College
PAUL G. SONNACK. . . . . . . . . . . . . . . . . . ..Dean o j t h e Theological Seminary
.
BURTONP. FOSSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bu~iness
Manager
PETER ARMACOST(on leave 1961-61) . . . . . . . . . . . . . . . . . . Dean of Students
GLEN W.
JOHNSON
. . . , . . . . . . . . . . . . . . . Acting Dean of Students, 1961-62
GERDAMORTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ., D e a n o f W o m e n
MILDREDJOEL . . . . . . . . . . . . . Registrar; Secretary of the General Faclclty
IVERB. OLSON . . . . . . . . . . . . . . . . . . . . . . Secretary of t h e Theological Faculty
KARLISOZOLINS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
CARL R. HAMMARBERG
. . . . . . . . . . . . . . . Director of Placement and Testing
FRIEDEL WINDMANN . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
S. V. HJELMELAND. . . . . . . . . . . . . . . . . Associate Director of Development
HAROLDKAMBAK. . . . . . . . . . . . . . . . . . . . . . . . . .Director of Public Relations
A. B. BATALDEN. . . . . . . . . . . . . . . . . . . . . . . . . . .Director of A l u m n i Relations
IRVINGHOEL . . . . . . . .Pi~rchasingA g e n t ; Sz~pervisor of Buildings and Grounds
Personnel / 109
RICHARDL. BERG . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Business Manager
MRS.MARYLOU BROWN. . . . . . . . . . . . . . . . . . . . . . . . Director of Food Services
BJARNELANDA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Museum
DONOVANLUNDEEN. . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Admissions
MARK JOHNSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Admissions Counselor
VERNONCHILGREN. . . . . . . . . . . . . . Manager of Residence Halls and Housing
GLENN THORPE . . . . . . . . . . . . . . . . . . . . . . . Manager of Music Organizations
Assistant Director of News Bureau
MRS. JACQUELYN
GIMSE . . . . . . . . . . . . . . . . . . Director of Women's Residences
ADAIINISTRATIVE STAFF
Office Staff: M c e of the President and Dean-Mrs.
Helen Brodin and
Karen Schwarzrock; Business Office-Lois Medin, Mrs. Andrea Wrage, Ethel
Manning, Carol Hanson; Office of Registrar-Mrs.
Lois Parker, Tena Mehus,
Manning, Carol Hanson; Office of Registrar-Judith
Obe~beck, Mrs. Lois
Parker, Tena Mehus, Borghild Esmess; Development, Public Relations and
Admissions-Avalon
Okemn,
Violet Myers, Mrs. Dorothy Bailey,
Mrs. Margaret Kemper, Muriel E r i c b ; Pcmmncl, Placcmenf, and Employment-Marilyn
Petersen and MS. Shirley Rnox; Edurafiom OfficeMrs. Naomi Sorkness and Mrs. Joyce Fmig; L i b r l r r p M n . Ern3 Staub and
Sandra Bloom; Printing and Mailing-Valborg
Bosmoe, Lillian Peterson, and
Mrs. Joan Berg; Receptionist-Mildred Nelson.
Resident Counselors in Dormitories: Memorial Hall, Jack Nordgaard; Gerda
Mortensen Hall, Alice Anderson; Auxiliary Houses, Phyllis Acker, Julie Ose,
Genevieve Trenne, Mary Utke, and Margaret Wiozeschke.
Supervisor of Housekeeping: Mrs. Olive Rud.
Manager of Grill: Arthur C. Engen.
MEDICAL STAFF
Dr. Ernest T. Bohland, Physician; Alice Swensen, R.N., Nurse; Jeanette
Johnson, R.N., Assistant Nurse.
COMMITTEES OF THE FACULTY
Presidenfs Cabinet: Christensen, M. Quanbeck,
Miss Mortensen, Miss Joel, P. Quanbeck
G.
Johnson,
Fosse,
Educutional Policies: Ex ofTicio: Christensen, M. Quanbeck, Miss Joel.
P. Quanbeck, Sateren, Chrislock, Nash; Hanwick, R. Anderson,
Miss Mattson, Miss Segolson, Sonnack
Admissions and Student Standing: Miss Joel, Lundeen, M. Quanbeck, Holum,
Miss Cole, Thompson, Budge.
I Io
/ Personnel
Student Personnel: G. Johnson, Miss Mortensen, Miss Mattson, P. Quanbeck,
Miss Aaskov
Teacher Education: E. Johnson, Dahlen, Sateren, Miss Mattson, Miss Segolson,
Urdahl, Tollefson
Library: Ozolins, Hemmingson, Colacci, Gisselquist, Agre, I. Olson
Athletics: Soberg, Kleven, Mickelberg, E. Anderson, Savold
*Convocations: Urdahl, E. Johnson, Miss Pederson, Torstenson, Batalden
Faculty Personnel Policies: Halverson, Fosse, Hemmingson, Holum, Torstenson
institutional Studies: R. Anderson, Pearson, Mrs. Anderegg, Alton, Chrislock
*Religious Life: P. Quanbeck, Sonnack, Hanwick
Social Functions: Mrs. L. Peterson, Miss Mortensen, Miss Lillehei, Hammarberg,
Hatchek
*Student Activities: G. Johnson, Miss Mortensen, DeYoung, Hemrningson,
M. Quanbeck
*Student Conduct: E. Nelson, Mrs. K. Peterson, Thut, Miss Lund
Nominations: I. Olson, Miss Cole, Landa
AUGSBURG THEOLOGICAL SEMINARY FACULTY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President and Professor of Theology
A.B., Augsburg College, I 922 ; Augsburg Theological Seminary, 1922-25 ;
Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, GSttingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 192~-26.Pastoral
work, 1928-30. At Augsburg since 1930. President since 1938.
TERENCEE. FRETHEIM,B.D., Instructor in Old Testament
A.B., Luther College, I 9 5 6; B.D., Luther Theological Seminary, I 960.
Additional study: Minnesota; Union Theological Seminary; University of
Durham, England. Teaching: Luther Theological Seminary. At Augsburg
since 1961.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of New Testament (on leave)
A.B., Augsburg College, I 9 I y ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
192I -3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40 and 1960-62. At Augsburg since 1941.
"Joint Student-Faculty Committees
Personnel /
I II
RODGERSTEEN JORDAHL, A.B., B.Th., Assistant Professor of Old Testament
(on leave)
A.B., Luther College, 1947; Th.B., Luther Seminary, 1952; Additional
Study: University of Chicago; Karl Eberhardt University, Tubingen,
Germany. A.t Augsburg since I 9 5 9.
IVERB. OLSON, A.M., S.T.D., Professor of Systematic Theology
A.B., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945; S.T.D., Chicago Lutheran
Theological Seminary, 19 57. Teaching: Oak Grove Seminary, 1936-39;
University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44.
A t Augsburg since 1945.
PHILIP A. QUANBECK,Th.D., Associate Professor of N e w Testament
A.B., Augsburg College, 1950; Th.B., Augsburg Seminary, 1951; Th.M.,
Princeton Theological Seminary, 1954; Th.D., 1958. Pastoral work, 195153. Teaching Fellow, Princeton Theological Seminary, 1954-57. A t Augsburg since 1957.
PAULG. SONNACK,Th.B., A.M., Dean of the Seminary and Professor o f Church
History
A.B., Augsburg Callege, 1942; C.T., Augsburg Theological Seminary,
1945; Th.B., 1947; A.M., University of Chicago, 1960. Pastor, Moose
Lake, Minnesota, 1945-47. A t Augsburg since 1949.
MARIOCOLACCI,Th.D., D.Litt., Lecturer in Theology
For statement of academic preparation and experience, see College Faculty
LAWRENCEM. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939; C.T., Augsburg Theological Seminary, 1942;
S.T.M.; Andover Newton Theological Schools, 1955. Pastoral work, 19421954. Chaplain, Lutheran Deaconess Hospital, 1955-. A t Augsburg since
1955.
JOHN STENSVAAG,
Ph.D., Lecturer in Homiletics
A.B., Augsburg College, 1936; B.Th., Augsburg Seminary, 1939; Ph.D.,
Hartford Seminary Foundation, 1941. Additional study: Johns Hopkins
University. Teaching: Augsburg Seminary, 1942-59; Dean, 1953-59;
Northwestern Lutheran Theological Seminary, 1945-46. President of
Lutheran Free Church since 1959.
II2
/ Personnel
AUGSBURG COLLEGE FACULTY
RUTH AASKOV,
A.M., 11zstr~r~tor
in French
A.B., Augsburg College, 1953; A.M., Middlebury College, 1960. Additional study: University of Grenoble, Boston University. Teaching: High
School, 1954-60. At Augsburg since 1960.
COURTLAND
L. AGRE,Ph.D., Professor of Chemistry
B.Ch.E., University of Minnesota, 193.1; Ph.D., University of Minnesota,
1937; Research Chemist, 1937-40; U. S. Army, 1940-41; Research
Chemist, 1941-46; Teaching, St. Olaf College, 1946-58; Univ. of California, Berkeley, Visiting Professor, National Science Foundation Fellowship, 1958-59. At Augsburg since 1959.
EARLALTON,Ph.D., Assistant Professbr of Chemistry
A.B., St. Olaf College, 1955; M.S., University of Michigan, 1958; Ph.D.,
1961. Teaching: Teaching Fellow and pre-doctor instructor, University
of Michigan, 1955-58. A t Augsburg since 1960.
LYLA MAE ANDEREGG,
A.M., I~zstructor in Education
A.B., University of Minnesota, 1945; A.M., Northwestern University, 1947.
Additional Study: Minnesota, Chicago, California. Teaching and Counselling, High Schools, 1945-46. I 9 5 I -5 3 ; Teaching: East Washington College,
1948-49; University of Minnesota, 1950-5 I ; Oakland Junior College, 19 5456; San Francisco State College, 1957-58; St. Olaf College, 1958-59. At
Augsburg since 19 59.
ERNESTW. ANDERSON,M.Ed., Professor of Health and Physical Education,
Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, I 937-41. U.S. Army, 1941-46. A t Augsburg
since 1946.
RAYMOND
E. ANDERSON,
Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1946; A.M., 1950; Ph.D., University of
Minnesota, 1959. Teaching: University of Vermont, 1949. U.S. Navy,
1946. A t Augsburg since 1949.
A.M., Instructor in Greek
PETERG. ANSORGE,
A.B., Sr. Olaf College, I 958; A.M., University of Michigan, 1959. Teaching: Northwestern Theological Seminary, I 9 59-6 I . A t Augsburg since 196 I .
PETERH. ARMACOST,
A.B., Dean of Stzrdents (on leave)
A.B., Denison University, 1957. Additional Study: University of Minnesota. Teaching Assistant at University of Minnesota. A t Augsburg since
1959.
Personnel /
II3
LEROYA. BAKER,A.B., lnstructor in Physics
A.B., Northwest Nazarene College, 1960. Additional study: University
of Minnesota. Research Physicist, Minneapolis-Honeywell. At Augsburg
since 1960.
MERRUYNBELGUM,M.S.W., lnstructor in Sociology
A.B., University of Minnesota, 1946; M.S.W., University of Denver, 1956.
Chisago County Welfare, 1948-49; Lutheran Welfare Society, Iowa, 194952; Department of Public Welfare, Anchorage, Alaska, 19 5 2-54; University of Denver, Field Instructor, 1956-57; Denver Public Schools Social
Worker, 1957-60. At Augsburg since 1960.
WAUNETABLACKBURN,
A.M., Assistant Professor of English
A.B., Milton College, 1930; A.M., University of Wisconsin, 1942. Additional study: Pennsylvania State University. Teaching: High School, 193046; Stout State College, 1946-61. A t Augsburg since 1961.
BRUCEP. BUDGE,M.S., Instructm in Business Administration
B.S., University of Idaho, 1913; M.S., 1957. Teaching: University of
Idaho, 1951-57. We~erhauser Company, 1913-5 5, 1957-60. A t Augsburg
since 1960.
JACQOLYN
L. CHERNE,A.B., lnstructor in English
A.B., Augsburg College, 1958. Additional study: University of Minnesota.
At Augsburg since 1960.
CARLCHRISLOCK,Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 19 55. Teaching: High School, 1939-44; Tracy Junior College,
1947-48; Augustana College, Sioux Falls, S.D.; 1948-51. At Augsburg
since 1912.
GRACIACHRISTENSEN,
A.M., Instructor in English
A.B., Hunter College, 1932 : A.M., Radcliffe College, 193 5. Additional
Study: University of Chicago.
MARIOCOLACCI,Th.D., D.Litt., Professor of New Testament Greek and Latin
Pontificium Atheneum Roman Major Seminary, Th.D., I 93 2; Pontificium
Institutum Biblicum de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mario Pagano College and Normal Institute, Campbasso, Italy, 1941-49.
At Augsbuq since 1952.
AILENE COLE, A.M., Assistant Professor of Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949. Additional study: University of Minnesota. Teaching: High Schools,
1936-56. At Augsburg since 1956.
I 14
/ Personnel
K. BERNERDAHLEN,A.M., Associate Professor of English
A.B., Augsburg College, 1931; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-39; Crosby-Ironton
Junior College, 1940-41. U.S. Army Air Forces, 1942-41. A t Augsburg
since 1941.
KENNETHN. DEYOUNG,Ph.D., Instructor in Psychology
A.B., Michigan State University, 195 6; A.M., 1957; Ph.D., University
of Minnesota, 1961. At Augsburg since 1960.
DAVIDA. EDE, B.D., instructor in Religion
A.B., St. Olaf College, 1957; B.D., Luther Theological Seminary, 1961.
At Augsburg since 1961.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. Army, 1943-46.
Industrial Engineering work, 1949-5 3. At Augsburg since 1953.
KRISTIAN
FROSIG,A.B., Laboratory Instructor in Biology
A.B., Augsburg College, 1953. Additional study: Macalester College;
University of Washington. Teaching: High School, 1953-61. A t Augsburg since 1961.
WILLIAMH. GERMAR,A.B., Instructor in Journalism
A.B., Drake University, 193 5. U.S. Army Signal Corps, 1942-46. Teaching: University of Minnesota, 1960-1961. A t Augsburg since 1960.
DARYLGIBSON,Ph.D., Instrzmental Specialist (Brass Instruments)
B.S., University of Minnesota, 1934; A.M., 1941; Ph.D., University of
Iowa, 1947. Member of Minneapolis Symphony Orchestra, 1954-44. Teaching: University of Iowa, 1943; University of Montana, 1947-48; Gustavus
Adol~husCollege, 1948-5 t At Augsburg since 1 9 5 4
JACQUELYNL. GIMSE,B.S.N., Director of Women's Residence
R.N., Moline Public Hospital, 1957; B.S.N., Gustavus Adolphus College,
1960. Moline Public Hospital, 1957-5 8 ; Gustavus Adolphus College, Assistant Dean of Students, 1960-61. A t Augsburg since 1961.
OKLOUEGISSELQUIST,
A.M., Assistant Professor of History
A.B., University of Minnesota, 1943; A.M., University of Minnesota, 1956.
Teaching: Bethel College, 1954-56. Additional study: Minnesota. At Augsburg since 1956.
TINGSIN GO, B.S., Laboratory lnstrzcctor in Chemistry
B.S., Mapua Institute of Technology, Manila, Philippines, 1953. Additional study: Adamson University, Manila; University of Minnesota. Teaching:
Adarnson University, 19 57-59. A t Augsburg since 1960.
Personnel /
II5
DONALDR. GUSTAFSON,
A.M., Instructor in History
A.B., Gustavus Adolphus College, 1955; A.M., University of Wisconsin,
1916. Additional study: Indiana; California, Berkeley; Minnesota. Teaching: Gustavus Adolphus College, 1960-6 I. At Augsburg since I 96 I .
WILLIAMH . HALVERSON,
Ph.D., Assistant Professor of Philosophy and Religion
A.B., Augsburg College, 195 I ; B.Th., Augsburg Theological Seminary,
1955; Th.M., Princeton Theological Seminary, 1957; A.M., Princeton
University, 1959; Ph.D., 1961. Teaching: Princeton Theological Seminary
1957-59. At Augsburg 1955-56 and since 1959.
A.M., Assistant Professor of Psychology
CARLR. HAMMARBERG,
A.B., Gustavus Adolphus College, 1932; A.M., University of Minnesota,
1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg,
Kan., 1948-53. A t Augsburg since 1953.
LEIF E. HANSEN,A.M., Instructor in Modern Languages
A.B., Concordia College, 1947; A.M., University of Minnesota, 1950.
Additional study: Michigan; Stetson University; Wisconsin. Teaching:
High School, Norway, 1959-60; University of Wisconsin, 1960-61. At
Augsburg since I 961.
MAURINEM. C. HANSEN,A.M., Instructor in Home Economics
A.B., Rice Institute, 1920; .4.M., University of Colorado, 1938. Additional study: Texas, Minnesota. Teaching: High School, 1920-21, 193443, Lamar College, 1943-45, University of Minnesota, 1949-, Hamline University, 1949-58. At Augsburg 1957-58, and since 1959.
in Philosophy
WILLIAMH. HANSON,-A.M.,Instr~~ctor
A.B., Hamline University, 1958; A.M., Yale University, 1960. At Augsburg since 1961.
THEODORE
J. HANWICK,
Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1933; M.S., Polytechnic Institute of Brooklyn, 1937; Ph.D., New York University, 1950. Teaching:
Polytechnic Institute of Brooklyn, 1937-3 8; New York University, 193842; U. S. Naval Academy, 1942-46; Rutgers University, 1946-56. At
Augsburg since I 9 5 6.
GEORGEW. HATCHEK,LL.D., Instrzrctor in Modern Languages
LL.D., Law School of Vienna, Austria, 1938. Interpreter at United States
Surplus Depot in France, 1944-46. Teaching: International Institute and
YWCA, 1954-60. At Augsburg since 1960.
RUBENG. HAUGEN,M.M., Instructor in W'oodwinds
B.M., MacPhail School of Music, 1950; M.M., MacPhail Schml of Music,
1951. Additional Study, University of Kyoto, Japan. Teaching: Minneapolis Junior Academy, 1950-72; Breck Military Academy, 1952-5 5; MacPhail
School of Music since 1950. At Augsburg since 1958.
I I6
/ Personnel
ORVALD
B. HAUGSBY,
A.B., Instructor in Mathematics
A.B., Wisconsin State College, 1952. Additional study: Minnesota. Teaching: High School, 1953-56; Wisconsin State College, 1956-59; University of Minnesota, Teaching Assistant, 1959-61. At Augsburg since 1961.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Religion (on leave)
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
A. ROBERTHEMMINGSON,
A.M., Assistant Professor of Economics and Business
Administration
A.B., Dana College, I 9 5 3 ; A.M., University of Nebraska, I 9 57. Additional
Study: University of Minnesota. Teaching: University of Nebraska, 195657. At Augsburg since 1957.
A.M., Instructor in English
MARYA. HINDERLIE,
A.B., St. Olaf College, 1935; A.M., University of Minnesota, 1937. Additional study: University of Oslo, Norway. Teaching: St. Olaf College,
1937-39.
JOHN R. HOLUM,Ph.D., Associate Professor of Chemistry
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
Teaching: University of Minnesota, 1950-52; University of Maryland,
1956; Pacific Lutheran College, 1958-59. U. S. Armed Forces, 1951-57. At
Augsburg 1957-58 and since 1959.
IRENE
KHIN KHIN JENSEN,Ph.D., Instructor in History and Political Science
(on leave)
A.B., Rangoon University, Burma, 1949; A.M., Bucknell University, 19 5 1;
Ph.D., University of Wisconsin, I 9 5 6. Teaching: Rangoon University,
Burma, 1949-50 At Augsburg 1955-56 and since 1959.
JOHN JENSON,A.M., Assistant Librarian
A.B., Augsburg College, 1955; A.M:, University of Minnesota, 1957. U.S.
Navy, 1957-61. At Augsburg 1956-57 and since 1961.
MILDRED
V. JOEL, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
Additional Study: Saskatchewan, Minnesota, Denver. Teaching: High
School, 1941-46. At Augsburg since 1947.
EINAR0. JOHNSON,Ph.D., Professor of Education
A.B., Concordia College, 1938; A.M., University of Washington, 1950;
Ph.D., 1961. Additional study: University of Oslo, Norway. Teaching:
Elementary and High School, 193 3-40; University of Washington, 195354; Luther College, 1954-56; At Augsburg since 1956.
Personnel /
GLEN W.
JOHNSON,
I I7
B.D., Acting Dean of Students and Instructor in Mathe-
matics
B.S. Engr., University of Nebraska, 1952; B.D., Luther Theological Seminary, 1959. Additional study: University of Minnesota.
JAMES
JOHNSON,A.M., Instructor in Piano
A.B., University of Minnesota, 1956; A.M., Juilliard School of Music, 1958.
A t Augsburg since 1961.
WINFIELDJOHNSON,A.M., Instructor in Religion
A.B., St. Olaf College, 1939; C.T., Luther Theological Seminary, 1943;
A.M., New York University, 1954. Additional study: University of Minnesota.
RODGERSTEEN JORDAHL, A.B., Th.B., Assistant Professor of Religion (on leave)
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
HAROLD
M. KAMBAK,A.B., Instructor in Journalism and Director of Public
Relations
A.B., Augsburg College, 1919. Additional Study: University of Minnesota;
American Academy of Art; Graphic Arts Institute of Illinois. Director of
Public Relations, Augustana College, 1956-58. A t Augsburg since 1958.
ROBERTK A R L ~ NB.M.,
,
A.M., lnstructor in Music
B.M., New England Conservatory, 1950; A.M., University of Minnesota,
1959. Additional Study: Berkshire Music Center, Salzburg, Austria; Conservatoire Nationale, Paris, Nadia Boulanger. Teaching: Public Schools,
1950-5 3; St. Agathals Conservatory, 1958-59; University of Minnesota,
1957-59. A t Augsburg since 1959.
MMI B. KINGSLEY,A.M., Assistant Professor of Spanish
A.B., Maryville College, 1936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner College, Staten
Island, N.Y., 1941-42; Friends School, Brooklyn, N.Y., 1946-47. A t
Augsburg since 1947.
BERNHARDT
J. KLEVEN, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 192235; Wheaton College, 1946-47. A t Augsburg 1937-46 and since 1947.
BJARNEE. LANDA,Ph.D., Professor of Germanic Languages
A.B., Voss State College, Norway, 1925; A.B., University of Southern California, 1928; A.M., 1930; Ph.D., University of Minnesota, 19 5 2. Teaching:
High School, 1930-31; University of Minnesota, 1938-42; Fisk University,
1941-47. U. S. Office of Censorship, 1942-45. A t Augsburg since 1947.
I I8
/ Personnel
DENNISE. LANE, B.S., Instructor in Organ
B.S., University of Minnesota, 1943. Additional study: University of Minnesota. Teaching: High School, 1943-46; University of Minnesota, 194243; MacPhail School of Music, 1945-51; pr,ivate organ and piano instructor. Church organist and choirmaster. A t Augsburg since 1960.
BERTHALILLEHEI,A.M., Instructor in English
A.B., Augsburg College, 1934; A.M., University of Minnesota, 1960. A t
Augsburg 1937-40 and since 1957.
LORRAINE
K. LIVINGSTON,A.M., Instr~.ctorin English
A.B., University of Minnesota, 1930; A.M., 1932. Additional study: Minnesota. Teaching: University of Minnesota, 1932-35; 1952-60. A t Augsburg since 1960.
GERTRUDES. LUND, A.M., Assistant Professor of Secretarial Science
A.B., Augsburg
Teaching: High
Morris, 1945-47;
49. A t Augsburg
College, 1936; A.M., University of Minnesota, 1951.
School, 1943-45; West Central School of Agriculture,
Duluth Business University, 1947-48; High School, 1948since 1950.
MARTHAM. MATTSON,A.M., Associate Professor of Psychology and Education
A.B., Augsburg College, 1928; A.M., University of Minnesota, 1932. Additional study: Boston University; University of Wisconsin. Teaching:
Elementary schools, 1922-36; Elementary Supervisor, 1939-60. A t Augsburg since 1960.
ERWIN D. MICKELBERG,A.B., Assistant Professor of Biology
A.B., Augsburg College, 1954. Additional study: Columbia, Minnesota.
Teaching: High School, 1954-56. A t Augsburg since 1956.
GERDAMORTENSEN,A.M., Dean of Women w i t h rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 19 17-2 I ;
Hankow Private School, Hankow, China, 1934-3 5. A t Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U.S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50. A t Augsburg since
1922.
M.Ed., Associate Professor of Physical Education and Coach
EDORC. NELSON,
of Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. At Augsburg since
1946.
Personnel / I 19
GLENN I. NELSON, A.M., lnstrztctor in Sociology
A.B., St. Olaf College, 1955; A.M., University of Minnesota, 1960.
A t Augsburg since 1961.
GRIERNICHOLL,A.M., Instructor in English
A.B., Wesleyan University, 1951; A.M., Columbia Teachers College, 1956.
Additional study: Minnesota; University of London. Teaching: High School,
1954-55; Southern Oregon College, 195 5-57; University of Minnesota, 195 8.
A t Augsburg since 1960.
NORMANI. NIELSEN, A.B., B.Th., Vice President in Charge of Development
A.B., Augsburg College, 1944; B.Th., Luther Seminary, 1947. Additional
Study: Boston University. Pastor: Minot, N. D.; Minneapolis, Minn. A t
Augsburg 1958-61.
DAVIDNORDLIE,A.B., lnstructor in Sociology
A.B., Augsburg College, 1960. Additional study: Minnesota. A t Augsburg since 1961.
ESTHER J. OLSON, Ph.D., Assistant Professor of Speech
B.S., University of Minnesota, 1945; A.M., 1945; Ph.D., 1956. Teaching: University of Minnesota, 1945-56; Luther College, 1956-60. A t Augsburg since 1960.
IVER B. OLSON, A.M., S.T.D., Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
MAGNEB. OLSON, A.M., lnstructor in History and Political Science
A.B., Augsburg, 195 8; 4.M., University of Minnesota, 1961. Teaching:
High School, 1960-61. A t Augsburg since 1961.
KARLISOZOLINS. A.M., Th.B., Librarian with rank of Assistant Professor
A.B., Augsburg College, I 9 5 I ; B.Th., Augsburg Theological Seminary,
1952; A.M., University of Minnesota, 1961. Additional Study: University
of Marburg, Germany. A t Augsburg since 195 5.
SULAMITOZOLINS,Cand. Phil., Instructor in Russian
Cand. Phil., University of Marburg, Germany, 1948. Additional study:
Minnesota. A t Augsburg since 1959.
PATRICIAA. PARKER,A.M., Assistant Librarian and
Instructor in Library Science
B.S., Eastern Michigan College, 1949; A.M., University of Michigan,
1952. Teaching: University of North Dakota, 1949-5 1; University of
Michigan, 19 51-52; University of Minnesota, Librarian, 19 54-5 6; Minneapolis Public Library, 195 6-59. A t Augsburg since 1960.
KRISTOFFER
F. PAULSON,A.B., Instructor in English
A.B., St. Olaf College, 1956. Additional study: University of Oslo, Norway; University of Heidelberg, Germany; George Washington University;
Minnesota. At Augsburg since 1960.
HOWARD
E. PEARSON,A.M., Assistant Professor of Physical Education
A.B., Augsburg College, 1953; A.M., University of Minnesota, 1957. At
Augsburg since 1956.
ANNE PEDERSON,A.M., Professor o f English
A.B., Augsburg College, 1932; A.M., University of Minnesota, 1 9 4 1 Additional study: Minnesota, Columbia, Pennsylvania. Teaching: High School,
1945-46; San Mateo Junior College, California, one semester, 1946. At
Augsburg 1932-44 and since 1946.
KATHERINEPETERSON,M.S., Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools
in South Dakota, 1936-38; University of Minnesota, 1940-56. A t Augsburg since 1956.
LAVONNE PETERSON,A.M., Assistant Professor of
Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 1954. Additional study: Minnesota, Montana, MacPhail School of Music. At Augsburg
since 1950.
MARTINQUANBECK,
Ph.D., Professor o,f Education and Dean of the College
A.B., Augsburg College, 1929; A.M., University of Minnesota, 1933; Ph.D.,
1952. High School administration, Mantorville, M i n . , 1929-36. Teaching:
Waldorf College, 1936-3 8. Registrar, Augsburg College, 1939-46; Dean,
1942-46 and since 1950. A t Augsburg since 1938.
PHILIP A. QUANBECK,
Th.D., Associate Professor of Religion; College Chaplain
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
LELANDB. SATEREN,A.M., Professor of Music
A.B., Augsburg College, 1935 ; A.M., University of Minnesota, 1943. Additional study: Composition with Donald Ferguson (Minneapolis), 1941-43.
Teaching: High School, 1935-39. Music Director, Radio Station KUOM,
University of Minnesota, 1940-43. Educational Director, Civilian Public
Service, 1944-46. At Augsburg 1941-43 and since 1946.
Personnel /
12 I
EDWIN J. SAUGESTAD,
A.B., Instrzictor in Physical Edzccation and Biology
A.B., Augsburg College, 1959. Additional study: Minnesota. A t Augsburg since 1959.
A. MAYOSAVOLD,A.B., Associate Professor of Music
A.B., Luther College, 1941. Additional study: North Dakota, Minnesota,
MacPhail School of Music. Teaching: Benson County Agriculture and
Training School, Maddock, N.D., 1934-37; Lamberton Public Schools,
1941-42 and 1946-48. U.S. Armed Forces 1942-45; Glenwood Public
Schools, 1948-52. At Augsburg since 1952.
DONNAL. SCHLORF.A.B., Instructor in Physical Edzccation
A.B., Augsburg College, 1955. Additional study: University of Minnesota;
University of Colorado; University of Oslo, Norway. Teaching: Junior
and Senior High School, 195 5-61. A t Augsburg since 1961.
RUTH SEGOLSON,M.S., Professor of Ifome Economics
B.S., University of Minnesota, 1925 ; M.S., 1938. Additional study: Minnesota and Syracuse University. Teaching: High School, 197.5-28; Univer.
sity of Minnesota, 1928-44. At Augsburg since 1944.
MARJORIEH. SIBLEY,A.M., Assistant Librarian
A.B., University of Illinois, 1942; A.M., 1943. Additional study: Minnesota. Teaching: Elementary, 1940-41; University of Illinois, 1945-46;
Acquisitions Librarian, Macalester College, 1959-61. A t Augsburg since
1961.
GEORGESOBERG,A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
Additional study: Minnesota. A t Augsburg since 1926.
PAULG. SONNACK,A.B., Th.B., Professor of Religion
For statement of academic ~ r e ~ a r a t i oand
n experience, see Theological Seminary Faculty listing.
RUTH SONSTENG,A.M., lnstrztcfor in Home Economics
A.B., Augsburg College, 1954; A.M., University of Minnesota, 1960.
Teaching: High School, 1955-56; Graduate Assistant, University of Minnesota, 1956-57. A t Augsburg 1957-60 and since 1961.
LAWRENCE
H. STARKEY,
Ph.D., Lecfztrer in Astronomy
A.B., University of Louisville, 1942; B.D., Southern Baptist Theological
Seminary, 1945; A.M., University of Southern California, 1948; Ph.D.,
1954. Additional study: Garrett Biblical Institute. Teaching: University of
California, Bethel College.
I zz
/ Personnel
MERTONP. STROMMEN,Th.B., Ph.D., Lecturer in Religion
A.B., Augsburg College, 1943; C.T., Augsburg Theological Seminary, 1944;
Th.B., 1951; A.M., University of Minnesota, 1955; Ph.D., 1960. Additional
study: Minnesota. Pastor: Mora, Minnesota, 1944-47. A t Augsburg since
'947.
OLAF H . SWENSON,A.M., Assistant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 1947-49, 1950-51. Probation
Ogce, Hennepin County, 195 I-. A t Augsburg since 1953.
AGNESB. TANGJERD,
A.M., Archivist
A.B., St. Olaf College, 1920; B.S., in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 1922-28.
Teaching: High School, 1929-36. Eau Claire Public Library, 1936-38.
Librarian, Augsburg College, 1940-1960.
PAULETTER. THOMPSON,A.M., Instructor in Spanish
A.B., Augsburg College, 1954; A.M., University of Minnesota, 1960.
Additional study: University of Mexico. Teaching: High School, 1954-57;
University of Minnesota, Assistant, 1957-59. A t Augsburg since 1960.
PHILLIP J. THOMPSON,A.B.. M.F.A., Assistant Professor of A r t
A.B., Concordia College, 1955; M.F.A., State University of Iowa, 1958.
Teaching: State University of Iowa, 19 57-5 8; Kokomo Extension of Indiana University, 1958-59. A t Augsburg since 1959.
Ph.D., Professor of English (on leave)
GERALDH. THORSON,
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948; Ph.D.,
Columbia University, 1957. U.S. Army, 1943-46. Additional study: Grenoble, Oslo, Wisconsin. Teaching: Wagner College, 1951. Visiting Professor, University of Reykjavik, Iceland, 1961-62. A t Augsburg since 1946.
JOHN
THUT,A.B., M.Mus., Associate Professor of Music
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additional study: Minnesota, Northwestern University. Private work in singing with Rollin Pease, Charles LaBerge, Aksel
Schiotz. Special studies with Theodore Harrison and Martial Singher.
Teaching: Bethel College, 1924-27; American Conservatory of Music, 193 I 44; Colorado State College of Education, 1946-47. YMCA War Prisoners
Aid, England and Belgium, 1944-46. A t Augsburg since 1947.
VERATHUT,B.Mus., lnstructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota, Master Class Work with Silvio
Scionti, Robyn Xormal Teachers Training Course; studied under Kurt
Wanieck. Teaching: American Conservatory of Music, 1926-46; Colorado
State College of Education, 1946-47. A t Augsburg since 1947.
Personnel
/ 123
HAROLDTOLLEFSON,
A.B., M.Th., Instrzrctor irz Religion
A.B., Augsburg College, 1950; B.Th., Augsburg Theological Seminary,
195 3 ; M.Th., Princeton Theological Seminary, I 9 5 5. Additional Study:
University of Heidelberg A t Augsburg since 1959.
JOEL
S. TORSTENSON,
A.M., Ph.D., Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940; Ph.D.,
19 59. Additional study: Minnesota. Director of Education and Public
Relations, Midland Cooperative Wholesale, 1945-47. A t Augsburg 193842 and since 1947.
E. MARGARET
TRAUTWEIN,
A.M., Instrz~ctorin Engli~h
A.B., Augsburg College, 1937; A.M., University of Minnesota, 19 53.
Teaching: High School, 1937-47. A t Augsburg, 1950-54 and since 1961.
ERLINGJ. URDAHL,A.M., Associate Professor of Biolog~'
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, I 93 I -3 5. Principal, Cannon Falls, Minnesota, 1935-41. At Augsburg since 1943.
A. BRUCEWRIGHTSMAN,
B.S., Instr~rctorin Mathematics
B.S., University of Wisconsin, 195 8. Additional study: Luther Theological Seminary. Teaching: University of Wisconsin, 1957-58. At Augsburg since 1960.
CARL W. LANDAHL,M. Mus., Assistant Professor of Mzrsic
(Deceased October 26, 1961)
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., Cali,fornia Baptist Theological Seminary, 1950. Teaching: Private Teaching, Chicago, 193 1-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwestern College, 1950-59.
A t Augsburg 1952-61.
KARL H. BREVIK,A.B., B.Th., Instrzrctor in Religion
A.B., Concordia College 1951; B.Th., Luther Theological Seminary, 1951.
Additional Study: Syracuse University. Teaching: Concordia College, 195456. Associate Pastor, Central Lutheran Church, 1956-61. A t Augsburg
1959-61.
Administratiolz and
ZDENEKCERNOHOUS,
A.M., Instrzrctor in B~~silzess
Econonzics
A.B., St. John's University, 1953 ; A.M., University of Minnesota, 195 5.
Teaching: University of Minnesota, 1956-60. A t Augsburg 1960-61.
124 / Personnel
IVAN DOSEFF, B.S., Instructor in Art
B.S., University of Chicago, 1907. Additional study: A r t Institute of
Chicago. Teaching: Cornell College, 19I 8- 19; Iowa State Teachers College,
19 19-2 I ; Luther College, 1922-23 ; Minneapolis A r t Institute, 1928-30;
University of Minnesota, 1926-53. A t Augsburg 1955-1961.
NELSW. FORDE,A.M., Instructor in History
A.B., Luther College, 1950; A.M., University of Minnesota, 1958. Teaching: Teaching Assistant, University of Minnesota, 1957-60. A t Augsburg
1960-61.
PAULGABRIELSEN,
Th.B., A.M., College Chaplain
A.B., Concordia College, 1952; C.T. and Th.B., Luther Theological Seminary, 1956; A.M., University of Chicago, 1960. Pastor, Milwaukee, Wisconsin, 1958-60. A t Augsburg, 1960-61.
SHERMANJOHNSRUD, A.M., Instructor in Philosophy
A.B., St. Olaf College, 1953; A.M., Univeristy of Chicago, 1955. Additional study: Minnesota. Teaching: Celle, Germany, 1953-54; Valparaiso
University, 1955-58; Concordia College, 1959-60. a t Augsburg, 1960-61.
RALPH KERSTEN,D.D.S., Instructor in Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Private practice, 1939-42; Oflicer, U.S. Navy, 1942-46. A t Augsburg 1955-61.
DEAND. KNUDSEN,B.D., Instru~torin Sociology
A.B., Sioux Falls College, 1954; B.D., Berkeley Baptist Divinity School,
1957. Additional study: Minnesota. A t Augsburg 1960-61.
EMMA J. KYDD, M.S., Instructor in Home Economics
B.S., University of Minnesota, 1958; M.S., 1960. Teaching: University
of Minnesota, Teaching Assistant, 1958-60. A t Augsburg 1960-61.
RAMONAH. LEER, A.B., Assistant Librarian
A.B., Concordia College, 1954. Additional study: Minnesota. Teaching:
High School, 1954-56. A t Augsburg 1957-61.
CATHERINE
CHRISTIENICHOLL,
A.M., Instructor in English
A.B., Hope College, 1953; A.M., University of Michigan, 1954. Additional study: Minnesota, University of London. Teaching: Colby Jr.
College, 1954-5 5; Bradford Jr. College, 195 5-56; Southern Oregon College, 1956-57. A t Augsburg 1957-1961.
Personnel
/
I25
ROBERT C. STENSTROM,A.M., Instrztctor in Physics and Mathematics
A.B., University of South Dakota, 1917; A.M.. University o f South
Dakota, 1958. Teaching: University of South Dakota, 1956-58. A t Augsburg 1958-61.
HUGHB. WILCOX,M.S., Lecturer in Mathematics
B.S.E.E., University of Minnesota, 19 14; M.S., 19 16. Teaching: High
School, 19 I 8-19; University of Minnesota, 1920-60. A t Augsburg 196061.
PAUL CASPERSON,A.B., Teaching Fellow in Biology and Assistant Football
Coach, 1960-61.
MALCOLMGIMSE, Teaching Fellow in Physical Education, 1961-62.
PHILIP W. HEIDE, A.B., B.Th., Teaching Fellow in Religion, 1960-61.
MARSHALLD. JOHNSON,A.B., B. Th., Teaching Fellow in Religion, 1960-61.
RICHARDJOHNSON,B.E.E., Teaching Fellow in Mathematics, 1960-61.
ORLIN MANDSAGER,
A.B., B.D., Teaching Fellow in Religion, 1960-61.
HUBERTNELSON, A.B., Teaching Fellow in Religion, 1961-62.
Graduates
AUGSBURG COLLEGE, 1960
WITH THE
DEGREE OF
BACHEL~
3R
Abrahamsen, Svein A., Jr. Ramsey, N. J .
Amundson, Bruce Arnold
Climax
Anderson, Donald Arthur Minneapolis
Anderson. John Allen
St. Paul
Anderson, Karen Lou
Minneapolis
Anderson, Robert Allan
Mznneapolis
Anderson, Sharon Lee
Lam berton
Benson, Margaret Yvonne
Montevideo
Beree. Richard
Harold
Albert Lea
- - - --~ e r g e r ,Newman 0.
Veblen. S. ~ a k ;
Berkness, Loren Gerald
Minneapolis
Betker. Gaylen B.
Hutchinson
Bispala, John Kaarlo
Hibbing
Boleman, LeMoyne C.
Minneapolis
Boyum, Arne Harold
Peterson
Burfield, Carolyn M.
Carver
Bussler, Arlo Rudolph
Stewart
Carlsen,
Carlson,
Carlson,
Carlson,
Carlson.
Ruth Markell
Minneapolis
Jerald Henry
Minneapolis
Kurt Gregory
Minneapolis
Margaret Ruth
Marietta
Mvron LeRov
Willmar
as person, -Carol Ann" Johnson
Minneapolis
Casperson, Paul Conrad
Minneapolis
Christensen, Naomi Grace
Minneapolis
Christiansen, DiAnn Renee Minneapolis
Christianson. Elizabeth Louise
Minneanolis
~lexagdria
Christopherson, Iver C.
Collin, Harry Clifford, Jr.
Minneapolis
Cruys, George Harold
Minneapolis
Cunning, Bruce R.
Minneapolis
OF
ARTS
Kepski, Ralph A.
Kennedy. Richard John
Kirkeeide, Robert Edward
Minneapolis
St. Paul
Minneapolis
Larson, Dorothy Ann
Oak Park
Larson, James C.
Minneapolis
Lecander. Ronald Glen Menomonie, Wis.
Leslie, John Howard
Minneapolis
Lind, E. Delano
Minneapolis
Locke. Peter Michael
Minneawolis
Lokken, Lawrence
Lundeen, Walter Gerald
Minneapolis
Lyon, LaRae K.
Lake Crystal
enso on
Marciniak, Joseph Andrew Minneapolis
Robbinsdale
McKay, Keith M.
Millar. Barbara
Mznneanolis
- -- - Elaine
Milne. Barbara Jean
~oifston
Mundschenk, Harold E.
Minneapolis
Munson, James W.
Omaha, Neb.
Myhre, Clifford Morris. Jr. Minneawolis
Myhre, Paul ~ a y m o n d
~inneabolis
Myring, Marcia Christine Minneapolis
Nelson, Judith G.
Minneapolis
Nelson, Nicholas David
Corona dc: 3Inr. Cclif,
Nelson, Sonja Kaye
Roseau
Rnu; S~iehlorr
Nielsen, Loren L.
Noble, James A.
Blooming P7n:ric
Nordlie, David Amos
Mirnrcopolix
.
~
Ofstun, Richard Elliot
Duluth
Oliver, George James
Minneapolis
Olsen, Donald A.
Minneapolis
Olson, Barbara M.
Cottonwood
Elroy, Wis.
Olson, Edward J.
Dahlmeier, Phyllis LaVonne Minneapolis
Olson, R. Thomas
Minneapolis
Minneapolis
Dean, Alberta Kay
Ose, Phyllis M.
Minneapolis
Droegemueller, Lee Arthur Minneapolis
Paulson, Clayton Arvid
Clitherall
Minneapolis
Pedersen, Ramona Joan
Fergus Falls
Edmund, Wayne F.
Minneapolis
Ellefson, Jon Richard
Pederson, Dwight L.
Osceola, Wis.
Minneapolis
Willmar
Ellis, Colleen Patricia
Pedersor., W. Dennis D.
Clarissa
Engelmann, Alfred B.
Persson, Paul Robert
Minneapolis
Minneapolis
Peterson. Judv Gail
Minneanolis
Erickson, Donald LeRoy
---- -Fertile
Peterson; ~ a r e nAnn
Brainerd
Erlandson, Gene Marland
Oconto, Wis.
Peterson, Paul Alvin
Hopkins
Evenson, David Bruce
Quanbeck, Fay Laurel
Minneapolis
Fosston
Flaten, Arden Stanley
Minneapolis
Flom, Everett H., Jr.
Richter, Lois A.
St. Paul
Minneapolis
Flom, Marjorie Moland
Schmid, Byron Lee
Argyle, Wis.
Garland, Nancy Vienette Marinette, Wis.
Schueler. Orin Jav Harold
Gedrose, James, M.
Berkeley, Calzf.
S. Dak.
Brandon.. Gilberg. Donald C.
Carp~o, N. Dak.
Shotts, Dale Eugene
~ a ~ m o n Wis.
d,
~ i l b e r g o n , Darrel
Strum, Wis.
Skurdal, K. Benjamin Williston. N. Dak.
Glad, Dennis Edward
Minneapolis
Slotvig, Philip LeRoy
Minneapolis
Gravgaard, LaVonne A. Temple, N. Dak.
Stanley, Ronald Harold
Minneapolis
Stevens. Robert C.
Minneawolis
Hagen, Aldemar Ellen Johnson
Studlien.
Marlene
Minneakolis
~~~,
- ~ Louise
-~
--- - Cambridge, Mass.
Svanoe. L. Alfred
~znneabolis
Hagen, Dean L.
Minneapolis
Swanson, Sharon Jeanne
Mtnnenpolis
HaUer, James Howard
%Vnrienli~~go Syverson, Gordon Lee
Minneopolzs
Hanka, Dale E.
Mi nnenpolis
Thompson, Paul A.
Minneapolis
Mni7reupolis
Hanka, J. David
Thompson.
Lawrence
R.
Minneapolis
Calloway
Hanson, Gordon 0.
Thorpe, Glenn C.
Aniwa. Wis.
Hatiield, Dennis V. Medicine Lake, Mont.
Thorpe, Neal 0 .
Aniwa. Wis.
Hatland, Kenneth
Minneapolis
Thorsgard, Ruth M. Northwood, N. Dak.
Watertown
Hendricks, Gerald E.
Tollefson, Beverly Marlene
Hess, Ronald Clayton
Brainerd
Osnabrock. N. Dak.
Minneapolis
Holrnquist, Donald J.
Torgerson, David George
Minneapolis
Holmquist. Don M.
Minneapolis
Toussaint, Harry, Jr.
Milaca
Homme; Donald W.
Minneapolis
Tweed, Marilyn Edith
Pequot Lakes
Hoversten, Chester, Jr.
Minneapolis
Hutchison, Robert M.
Minneapolis
Valleen, Kermit Ludwig
Lindstrom
Vorpe, Floyd Eugene
Minneapolis
Isum, Marvin P.
Elmwood, Wis.
Wacker, Linnea Lee
Stewart
Johnson, Gerald S.
Hector
West, Stanley L.
New Brighton
Johnson, James A.
Fergus Falls
Wilsey,
Shirley
Harms
Minneapolis
Johnson, Marcus Wayne
Minneapolzs
Juntunen, Wayne Roger
Cloquet
Ziemann, Lowell Albert
Fairmont
AUGSBURG COLLEGE, 1961
WITH THE
DEGREE OF
BACHELOROF ARTS
Acker, Phyllis A.
Minneapolis
Adam, Timothy W.
Minneapolis
Akerman, Kenneth LeRoy
Ashby
Anderson, Carol Kay
Peshtigo, Wis.
Anderson, Curtis DeWayne Peshtigo, Wis.
Anderson, n e r P.
St. Paul
Anklam, Robert D.
Minneapolis
Arvidson, Gayle J.
Parkers Prairie
Baker, Shirley Hoekstra
Minneapolis
Newfolden
Bakke. Llovd G.
...
erg&, ~ e i e nJoan
Hawley
Berge, Phyllis Dow Raymond
Minneapolis
Birkeland, Joyce Sofie Northport, N. Y.
Blegen. Oscar I.. Jr.
Minneawolts
8lok. Ronald Carl
Marinette, -wis.
Rotten. Theodore P.. Jr.
Minneapolis
Chisago City
Buchkoskg. Dsvid 8.
Burlicgame. Clyde Royce
Minneapolis
>.
Cadson. Daniel J .
Jamestown, N. Y.
Cowl, Lawrence Burton
Minneapolis
Cummings, Richard Frank
Minneapolis
Krusemark, Lyle Kenneth
Kulander. Paul E.
Hoffman
Minneapolis
Larson, Diane E. Amherst Junction. Wis.
Larson, George S.
Murdock
Larson, K. Duane
Cadott, Wis.
Leach, Thomas Charles
Minneapolis
Minneapolis
Lee, Harold T.
Leiseth, Keith M.
Buffalo
Liebenovr, Cameron L.
Minneapolzs
Lorenz, Leonard D.
Minneapolis
Minneapolis
Lund, Richard E.
Madson, Gregory N.
Parkers Prairie
Magnuson, Julie Ann
Marinette, Wis.
uagnuson, Roy Norman
Minneapolis
Maher, F. Phil
Minneapolis
Manske, Kenneth J.
Minneapolis
Marshall, Harold Arthur
Sp.ring Park
Martin, Robert. N. Valley Stream, N.Y.
Mayala, Jacob A,, J r .
Clear Lake, Wis.
Miller, Orville Jerome
St. Paul
Minneapolis
Mokros, Norbert W. W.
Nelson, Bernadine LoAnn
Portland, N. Dak.
Dahlager, Arlo Orlando Fremont, Calif.
Nelson, Kenneth G.
Elbow Lake
Dalluge, David G.
Minneapolis
Niemi,
Bereley
Douglas
Negaunee, Mich.
DeMars. James E.
Minneawolis
Nordlund,
Patricia
Lou
Clearbrook
Dudero, Russell Archie
s t . ~ a u l Nordlund, Winnie Marie
Clearbrook
Duncan, Agnette Ulstad
Minneapolis
Norum,
Arden
L.
Eagle
Bend
Dyrud, Leola
Thief River Falls
Willmar
Egertson, Joel A.
F:I~~@;;;,X?TL
r
e
~~~~i~~ Falk
Ehnert, Loren L.
Olson, Cedric John
Granite Falls
Elavsky, Michael Jon
~
+
Olson,
~ Deloris~ May ~
~Staples
.?.lixncc.pots
Erickson, Harold. Jr.
Minneapolis
h
F
i
,
s
%Gz&df"'c'%t&n
Samuel Minneapolis
~
;
Page, Gerald S.
Robbinsdale
Pearson. Glenn Albin
Minneawolis
Pearson, Stanley L.
~inniapilis
Pedersen. Ralph A.
Minneapolis
Gallagher, Lawrence E.
311i1nerr~lrs Pederson, Earl E.
Minneeapolis
Gartner, Deanna Presttun
Brclricrri
Peterson, Gerald L.
Minneapolis
Gibson, Joan K.
31inneapoUs
Peterson. Paul D.
Battle
-~~ . Lake
-.Gilbertson, Barbara J o Engen
Minneapolis
peterson; Robert E.
Eleva, Wis.
Minneapolis
Peterson, Rolf A.
Gunderman, Charles
Minneapolis
Raivo. Sharon L.
Minneapolis
Rew, Myron E.
Jamestown, N.Y.
Hagestuen, Richard M.
Medicine Lake, Mont.
Cottonwood
Rosvold, Marlo L.
Halvorson. Audrey M.
C~attire Fulls
Saether. Harold Edward
RTinncopoi7s
Halvorson. Gary Stev,ert
Blanchardville, Wis.
Hamre. John M.
Mi?zneepolis
F e ~ p t t y Fat*
Hancy, Curtis
M+?:?~copnfis Saure. W U p n Gail
m e . Karen Watle
3rorrts
Schlink Fdarie Gjerde
iW~xneapola
Hellzen, James P.
nlInneapolzs
Schroeaer, Dennis Floyd
il.11nnrapoIis
Heskin, Roger Edward Norwich. N. Dak.
Score. Severt Ole
%lin~~cupolis
Holden. JamK.
S h e i b u ~ ~ : Shepherd. h x r e n c e Daniel ItIinn~opolis
Iiolrnan, ;Vary Ann i T o r d ~ Lokc Li!Tion
Shogren, David J m e s
3ltnneopoliu
Halmer;. LeRog Cecil
Soudau
Sho,9.cn. Glcnna Sr17&nr;c .Mi?~rtr4potis
Hsieh, Joseph Shan-Chen
Sohlden. Jean Marie
ChnIl:.s, Mich.
Taipai, Formosa
S o l b e r g . Da\-id H.
Xorrhfi~~ld
Humphrey. Richard L.
Grand Marais
S:ansk. Dennis David
Elko
Husfloen, Richard Lowell, Fargo, N. Dak.
S t c n M . John Earl-ie
31inncap01i3
Stokke, Verna Lou
Clarl$eld
Jackson. Harvey L.
Madrid, Iowa
Svailoe. Cwol Ha\\-kins
Minncopolk
Jacobson, Kathlyn C.
Sebeka
Swanson. Patricia Evelqne
WaIcrtnu7n
Jacobson; Robert L.
Minneapolis
Johnson. Arlan E.
Aitkin
Terrio, Gary LeRoy
Mt. Iron
Thompson, Richard M.
Minneapolis
~ o h n s o n ; Carolyn Sylvia
Minneapolis
Trelstad
Karen Egesdal
Elmore
Johnson George 0 .
Minneapolis
Trenne, ' Genevieve W.
Fergus Falls
~ o h n s o n : Sheldon Donald
Minneapolis
Jones, Nellie Lucille
Oak Park
Willmar
Westphal. Bruce Malvin
Kalpin, Dennis Arlon
Minneapolis
Hang Kong
Yue, Alexander Ka-Yu
Keck, Kenley C.
Brainerd
Knutson, David Marlyn
Minneapolis
Zinn, Robert Warner
s t . Paul
Koeneman, Robert Lewls
Minneapolis
Feldmann, Mary Joan Grenora, N. Dak.
Foss, Meredith A.
Minneapolis
~
AUGSBURG THEOLOGICAL SEMINARY, 1960
Faust, Daniel Gordon .. .Valley City, N. Dak.
Snider, Neal E. ........ .Pembina, N. Dak.
Wrm
THE DEGREE OF
GRADUATE
IN THEOLOGY
Armstrong, James W. ........... St. Paul
Glasoe, James L. .......... Minot, N. Dak.
Jensen, Carl A. ............. .Racine, Wis.
Rhoe, Kenneth R. ...-.......... Wayzata
AUGSBURG THEOLOGICAL SEMINARY, 1961
Almauist. James Arnold ............ Swicer
Gjerde, Manley Kenneth .. .Tacoma, wash.
Heide, Philip Wendell .......Alkabo N. Dak.
Johnson. Marshall Duane ..... . ~ i d h l eRive7
Ose, Gaylen V. ........... Thief River Falls
Steenberg, Thomas Alfred, Jr. . .Minneapolis
Lundquist, George Raymond
Paulson, Philip
.. .Minneapolis
.................Minneapolis
SUMMARY OF GRADUATES
Seminary
Graduates-] 870-1959 . . . . . . . . .
Graduates-1960
.................
Graduates-1961
.................
Total
College
Total
Enrollment Summary
AUGSBURG COLLEGE. 1960-1 96 1
FIRST SEMESTER
Class
Senior . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . .
Fr Nurse (D H.)
Jr Nurse (D H.) .........
Fr Nurse (F H.) . . . . . . . . .
Fr Nurse (S H.) . . . . . . . . .
Evening Students (only) . . .
.
.
.
.
.
.
.
.
Total
.........
Men
77
103
141
224
45
Women
33
63
92
185
20
42
36
54
P6
SECOND SEMESTER
Total
Men
Women
110
166
233
409
65
42
36
54
96
19
70
106
137
190
39
29
63
86
170
16
41
0
41
91
18
99
169
223
360
55
41
0
41
91
28
1107
-
-
13
-
-
10
. . . . . . . . . . . . . . 596
-
634
1230
551
556
6
Total
--
TOTAL ACADEMIC YEAR
Mmn
Class
. . . . . . . . . . . . . . . . . . . . . . 79
Senior
Junior . . . . . . . . . . . . . . . . . . . . . . . 112
Sophomore . . . . . . . . . . . . . . . . . . . 153
Freshman . . . . . . . . . . . . . . . . . . . . 236
Special . . . . . . . . . . . . . . . . . . . . . .
59
Fr Nurse (D. H.) . . . . . . . . . . . . .
Jr Nurse (D H.) . . . . . . . . . . . . .
Fr Nurse (F H.) ..............
Fr Nurse (S. H.) ..............
Evening Students (only) ........ 12
.
.
.
.
Women
.
.
Total
....................
Total
33
65
94
187
22
42
36
55
96
25
112
177
247
423
81
42
36
55
96
37
-
-
-
651
655
1306
AUGSBURG THEOLOGICAL SEMINARY. 1960-1 96 1
SEMESTER I
SEMESTER II
TOTAL
Men
Men
Men
7
Third Year ........................
Second Year
9
First Year ................. ;. . . . . . . 13
2
Special . . . . . . . . . . . . . . . . . . . . . . . . . . .
.......................
.
Total
.......................
7
9
13
2
.
31
31
7
9
13
2
.
31
TOTAL STUDENT ENROLLMENT. 1960-1 96 1
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655
Total
........................................
1306
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
........................................
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once .........
31.
0
-
I 30
/ Enrollment Summary
AUGSBURG COLLEGE. 196 1-1 962
Class
................
Senior
Junior
.............
Sophomore
...........
Freshman . . . . . . . . . . . .
Special . . . . . . . . . . . . . .
Fr. Nurse (D H.) . . . . .
Jr . Nurse (D. H.) . . .
Fr. Nurse (F H.) . . .
Fr. Nurse (M. H.) . . . .
Fr. Nurse (S H.) . . .
Evening Students (only)
.
.
.
Total
Men
70
124
145
245
46
0
0
0
0
0
6
-
FIRST SWESTER
Women
Totol
53
123
73
197
109
254
227
472
26
72
42
42
1
1
49
49
22
22
92
92
11
17
-
-
7341
602
TOTAL ACADEMIC YEAR
Class
Senior . . . . . . . . . . . . .
Junior . . . . . . . . . . . . .
Sop homore . . . . . . . . . . . .
Freshman . . . . . . . . .
Special . . . . . . . . . . .
Fr Nurse (D. H.) . . . .
Jr Nurse (D. H.) . . . .
Fr Nurse (F H.) . . . .
Fr Nurse (M. H.) . . .
Fr Nurse (S H.) . . . .
Evening Students (only)
Women
54
74
111
23 1
35
42
1
49
22
92
11
.........
635
-
SECOND SEMESTER
Men
Women
Total
64
48
112
121
73
194
139
107
246
230
213
443
42
27
69
0
38
38
0
0
0
0
38
38
0
22
22
0
88
88
6
3
9
705
.
.
.
.
.
.
.
-
-
657
1259
Totol
125
201
265
487
89
42
1
49
22
92
20
Toto l . . . . . . . . . . . . .
AUGSBURG THEOLOGICAL SEMINARY. 196 1-1 962
SEMESTER I
Men
7
Third Year
Second Year
. . . . . . . . . . 11
First Year .
. . 12
Special
. . . . . . . . . . . . . . .
0
Total
. . . . . . . . . . . . . .
-
30
SEMESTER II
Men
7
TOTAL
Men
7
11
12
2
11
12
2
32
32
-
TOTAL STUDENT ENROLLMENT. 196 1-1 962
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671
Women Students . . . . . . . . . . . . . . . . . . . . . . . 722
Totol
..................................
1393
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
0
Total
. . . . . . . . . . . . . . . . . . . . . . . . . .
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . .
-
32
1425
3
Index
Academic Administration
. . . . . . . . . . 36
Accounts. Payment of . . . . . . . . . . . . 16
Accreditation . . . . . . . . . . . . . . . . . . . . 6
Administration . . . . . . . . . . . . . . . . . . . 1 08
. . . . . . . . . . . . . . 1W
. . . . . . . . . . . . 22
. . . . . . . . . . . . . . 97
.............. 23
............ 23, 98
Aims, Fundamental ..............
8, 9.
Alumni Association, The . . . . . . . . . . I3
Archives, The . . . . . . . . . . . . . . . . . . .
13
Art, Department of . . . . . . . . . . . . . . 60
. . . . . . . . . . . . . . . . . 30
Athletics
Attendance, Chapel .............. 24
Attendance, Class . . . . . . . . . . . . . . . . 37
Audic-Visual Education . . . . . . . . . . . . 13
Awards . . . . . . . . . . . . . . . . . . . . . . . . . 31
Administrative Staff
Admission, College
Admission, Seminary
Advanced Placement
Advanced Standing
Divisional Organization
Dramatics
............
. . . . . . . . . . . . . . . . . . . . 29.
43
53
Economics . . . . . . . . . . . . . . . . . . . . . . . 71
Education, elementary . . . . . . . . . 67, 91
Education, secondary . . . . . . . . . . . 68, 90
Electives . . . . . . . . . . . . . . . . . . . . . . . . 40
Elimination of Students . . . . . . . . . . . .
37
Employment . . . . . . . . . . . . . . . . . . 21, 99
Engineering, Pre-Engineering Course . 95
49
English. Department of . . . . . . . . . . . .
Enrollment . . . . . . . . . . . . . . . . . . . . .129
Entrance Requirements, College . . . . 22
Evening School . . . . . . . . . . . . . . . . . . 87
Examinations . . . . . . . . . . . . . . . .23, 38
Expenses . . . . . . . . . . . . . . . . . . . . .IS, 98
.
. . . . . . . . . . . . . . . . . . . . . 110
. . . . . . . . . . . . . . . . . . . . . . 15, 16
Financial Assistance . . . . . . . . . . . . . . 17
Financial Information ..............
I5
Financial Support and Control . . . . . 10
Fine Arts . . . . . . . . . . . . . . . . . . . . . . . 27
Food Service ....................
34
French . . . . . . . . . . . . . . . . . . . . . . . . . . $6
Faculty The
Fees
Biology. Department of
. . . . . . . 77
Board. Cost of . . . . . . . . . . . . . . . . . . 15
Board of Trustees . . . . . . . . . . . . . . . . 107
Buildings . . . . . . . . . . . . . . . . . . . . . . 11
Business Administration. Curriculum . . 93
Business Administration and Economics
71
. . . . . . . . . . . . . . . . . . . . . . 4. 5
. . . . . . . . . . . . . . . . . . . 24
. . . . . . . . . . . . . . . . . . . . . 36
Chapel Service. The . . . . . . . . . . . . . 24
Chemistry . . . . . . . . . . . . . . . . . . . . 78. 93
Church History (Seminary) . . . . . . . 103
Classification of Students . . . . . . . . 37
Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Co-curricular Program . . . . . . . . . . . . 28
Committees of the Faculty . . . . . . . . . 109
Conditions . . . . . . . . . . . . . . . . . . . . . . 38
Control. Financial Support and ... 10
Convocation . . . . . . . . . . . . . . . . . . . . . 26
..
Calendar
General Education
Campus Life
Cancellation
............. 7
Geography . . . . . . . . . . . . . . . . . . . . . . 63
German . . . . . . . . . . . . . . . . . . . . . . 54
Grade Values . . . . . . . . . . . . . . . . . . . . 38
Graduates . . . . . . . . . . . . . . . . . . . . . . 126
Coordinator of Student Activities . . 35
Costs . . . . . . . . . . . . . . . . . . . . . . . . . . I S
Counseling . . . . . . . . . . . . . . . . . . . . . . 32
Courses of Study . . . . . . . . . . . . 42. 101
Credits . . . . . . . . . . . . . . . . . . . . . . . 40. 42
Curriculums . . . . . . . . . . . . . . . . . . . . . 88
Degrees . . . . . . . . . . . . . . . . . . . . . 39.
Dentistry. Pre-Dental Courses . . . . . .
Discipline . . . . . . . . . . . . . . . . . . . . . . .
Distinction. Degree with . . . . . . . . . .
100
92
24
41
Requirements
39
General Information
Graduates-(1870.1961),
Summary of 128
Graduation Requirements . . . . . . . 39. 100
Grants-inaid . . . . . . . . . . . . . . . . . . . . 21
Greek. New Testament
.............
Health and Physical Education . . . . .
48
84
Health Service . . . . . . . . . . . . . . . . . 33
Hebrew . . . . . . . . . . . . . . . . . . . . . .49. 101
High School Teaching Curriculum . . . 90
Historical Sketch . . . . . . . . . . . . . . . . .
7
History. Department of . . . . . . . . . . . . 61
Home Economics . . . . . . . . . . . . . . 74. 92
Homiletics . . . . . . . . . . . . . . . . . . . . . . . 105
Honor Points . . . . . . . . . . . . . . . . . . 38. 40
Honors . . . . . . . . . . . . . . . . . . . . . . 31. 41
Hospital Afiliation
. . . . . . . . . . . . . . . . 87
Housing . . . . . . . . . . . . . . . . . . . . . . . . 34
Humanities. Division of the . . . . . . . . #
Incompletes . . . . . . . . . . . . . . . . . . .
Intercollegiate Athletics. Purpose and
Philosophy of . . . . . . . . . . . . .
Journalism
Practical Theology
30
Prizes. Scholarships and
. . . . . . . 18
Probation . . . . . . . . . . . . . . . . . . ..
.
.
. 37
Psychology. Department of
.
. 66
Publications . . . . . . . . . . . . . . . . . 28
Purposes
.................... 8
.......
Junior Year Abroad
14
48
91
12
Library Science . . . . . . . . . . . . . . . . . . 70
Loan Funds . . . . . . . . . . . . . . . . . . . . . . 17
Location
................ 2
Laboratories. Natural Science . . . .
Latin . . . . . . . . . . . . . . . . . . .
..
Law. Pre-Law Courses . . . . . . . . . . . .
Library . . . . . . . . . . . . . . . . . . . . . . . . .
Majors . . . . . . . . . . . . . . . . . . . . . . . . 40
Mathematics. Department of
. . . . 83
Medical Staff . . . . . . . . . . . . . . . 109
Medical Technology . . . . . . . . 87. 94
Medicine.
Pre-Medic Courses
. . . . . 96
Membership in Educational Associations 6
Ministry. Preparation for the . . . 88. 97
Minors . . . . . . . . . . . . . . . . . . . . . .
Missionary Work. Preparation for .
Modern Languages. Department of .
Music. Deporiment of . . . . . . . .
40
89
54
57
Music Fees . . . . . . . . . . . . . . . . . . 16
Musical Organizations . . . . . . 30. 59
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . . . . .
......
New Testament (Seminary)
Norwegian. Courses in . .
...
Numbering of Courses . . . . . . . . .
Nursing. Affiliation with Schools of .
Nursing. Pre-Nursing Courses . . . .
Old Testoment (Seminary)
. .
Organizations. Student .
Orientation
............
Parish Work. Preparation for
Pastoral Theology
. . .
Payment of Accounts . . .
Personnel Services. Student
Philosophy. Department of
. . .
77
102
55
42
87
94
101
25
33. 101
. .
......
.....
Political Science
.........
33
26
17
36
36
44
26
41
Room Costs . . . . . . . . . . . . . . . . 15
Scandinavian Language and Literature 55
Scholarships and Prizes . . . . . . . . . 18
Secretarial Work Curriculum . . . . . 96
Seminary. Admission . . . . . . . . 97
Seminary. Courses of Study . . . . 101
Seminary. Expenses . . . . . . . . . . . . . . 98
Seminary. Faculty
. . . . . . . . . . 110
Seminary. Graduation and Degrees . 100
Seminary. Internship . . . . . . . . . . . .
Social and Recreational Activities .
99
26
Social Sciences. Division of the . . . .
61
Social Work Curriculum
.
. . 95
....
..
. .
. .
. . . . . . . . . . . . . . .
Special Programs of Study . . .
Sociology. Department of
SPAN
..
Spanish
Speech. Department of . . . . . . .
Student Activities. Coordination of .
Student Government . . . . . . . . . . .
Student Personnel Services . . . . . . .
Symbols . . . . . . . . . .
....
Systematic Theology . . .
...
Theology. College Preparation for 88. 98
Transfer and Advanced Standing
. . .23
..
Trustees. Board of
Tuition and Fees
Physics. Department of . . . . . . . .
Placement Service for Graduates
Plant. The Physical
Records . . . . . . . . . . . . . . . . . . . . . . .
Recreation
. . . . . . . . . . . . . . . . . 24.
Refunds . . . . . . . . . . . . . . . . . . . . . . .
Registration . . . . . . . . . . . . . . . . . .
Registration. Change of . . . . . . . . . .
Religion and Philosophy. Division of .
Religious Program . . . . . . . . . . . .
Residence Requirement . . . . . . . .
Teacher's Certificate
. . . . . . 90. 91
Teaching Curriculums . . . . 90. 91
Testing
. . . . . . . . . . . 23. 38
Theological Seminary. Augsburg
.
97
.
.......
Physical Education
. . . . . . . . . . . 105
38
11
. . . . . . . . . . . . . . 63
...
. . 107
. . . . . . . . . IS. 16
University Courses . . . . . . . . . . . . 36
Upper Division Requirements
. 4 0
Show less
Courses of Study
COURSES OFFERED
DESCRIPTIONS
OF THE COURSES offered in 1960-62 are given on the
following pages. Unforesem circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine defin... Show more
Courses of Study
COURSES OFFERED
DESCRIPTIONS
OF THE COURSES offered in 1960-62 are given on the
following pages. Unforesem circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be completed before credit is given. Course numbers separated by a comma
(1,2) indicate that it is a year course, but students may receive credit
for one semestm without completing the other.
SYMBOLS
f Continuation course. To receive credit for this course a student must
complete both semesters.
# Course may be taken with consent of the instructor irrespective of
prerequisites.
CREDITS
CREDITSSHOWN are in terms of semester credits. For continuation
courses. the total credits for the year are given. A two-credit course
generally meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting per week
are more than the credits given. A semester is approximately 18 weeks
in length. The normal load for a student i? 16 credit hours per semester.
DIVlSIOjVAL ORGANIZATION
THE COLLEGE COURSES are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Religion
Philosophy
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Secretarial Studies
Home Economics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
Division of Religion and Philosophy
MR. P. A. QUANBECX,
Chairman
THROUGHTHE STUDY of religion and philosophy, the individual is apprised
of the central realities of li,fe and encouraged to build on the certainties of the
Christian faith. The work proceeds on the assumption that Christianity alone
can furnish a unifying principle which gives meaning to human existence. The
student is challenged to accept this point of view-to
relate himself to G r i s t
as the center, to evaluate all his studies and experiences in the light of revealed
truth, and to make consistent use of all his talents and training. The goal to
be desired is the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
DEPARTMENT OF RELIGION
THE COURSES in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in i n ~ t r ~ c t i oi n. ~to lead as many as possible to personal faith in
Christ, and to nurture the Christian life.
The graduation requirement is 14 credits in the Department of Religion. Of
these credits, 8 must be lower division and at least 4 must be upper division
credits. Courses 9, 58, and 60 fulfill major and minor requirements but do
not fulfill the religion requirement for graduation.
Students are required to take one two-credit course each semester during
their first two years and six credits during their last two years. In this area the
sequence required of Freshmen is Basic Bible. Total hours to ,be earned by transfer students will be determined by classification given them a t the time of admission. Six credits from Greek 5 I , 52, 53, or 54 may apply toward the religion
requirement.
Major, 28 credits. Minor, 2 2 credits. Upper division credits in Greek may
apply toward the major or minor in religion.
I,2. BASICBIBLE. Fr. I, 11.
2, 2 Cr.
A brief introduction to the Bible followed by a study of the Old Testament,
including the history of Israel and special attention to one or two Old Testament books. The second semester is devoted to the study of the New Testament
with special attention to two or three books including Romans. Reading assignments include the entire New Testament.
3, 4. CHURCHHISTORY. I, 11.
z, z Cr.
A survey of the main events in the history of the Church for the purpose of
developing a more intelligent and appreciative church membership.
Division of Religion and Philosophy / 4 5
7. CLASSICS
IN CHRISTIAN
I)EvoTIoN. I.
2 Cr.
The approaches to the Christian life as seen in some of the classical devotional
writings of different periods in the history of the church.
8. THE MISSIONARY
ENTERPRISE.11.
2 0.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands.
PRINCIPLES
OF CHRISTIAN
EDUCATION.I.
2 Cr.
Seeks to develop a fundamental understanding of Christian education, its history,
objectives, and methods, especially as applied to Sunday School and Vacation
Bible School teaching.
9.
lo. HYMNSAND IMUSIC OF THE CHURCH. n.
See Course 10 under the Department of Music.
2
Cr.
Upper Bvision Courses
5 I, 5 2. COMPARATIVE
RELIGION. I, 11.
2, 2 Cr.
A study of the origin, growth, teachings, and social results of ten or twelve of
the great non-Christian religions of the world.
OF CHRISTIAN
DOCTRINE.Prereq. 3, 4. I.
3 Cr.
5 3 . FUNDAMENTALS
The fundamental doctrines of the Christian faith and attention to the historical
development of some of these doctrines.
CHRISTIANE m ~ c s . Prereq. 3, 4 , 5 3 or #. 11
3 Cr.
The problems of human duty are studied in the light of various human philosophies of morals. Validity is determined by reference to the Word of God. The
main emphasis is on the new life in Christ, its creation, development and
preservation, and its manifestation in the various phases of life.
54.
5 5. THELUTHERANCHURCH. Prereq. 3 , 4 or #. I.
2 Cr.
The Lutheran Church, its doctrines and practices, with special reference to
some of the confessional writings. Attention is given also to Lutheranism in
America and to the basic princi.ples of the Lutheran Free Church.
5 6 . THE CHRISTIANCHURCHES. Prereq. 3, 4 or #. 11.
2 Cr.
Aims to give the student an insight into the origin, development, doctrinal
psition, and practices of the various branches of the-Christian Church.
1 8 . PARISHWORK. 11.
2 cr.
Seeks to familiarize the student with the work of parish organization and visitation. Ranges in scope from soul-care to surveys. Class lectures are supplemented by actual field work.
4 6 / Division of Religion and Philosophy
60.
YOUTHWORKIN
THE
CHURCH. II.
r Cr.
A study af principles, methods, and materials in youth work for the purpose of
developing effective Christian leadership in this sphere.
61. GODAND MAN IN THE OLD TESTAMENT. I.
3 cr.
The rich and varied aspects of the Hebrew life with God discovered and made
significant for our day through the study of a number of great passages,
including selections in Isaiah and the Psalms.
62. THEMESSAGE
OF THE NEWTESTAMENT. 11.
3 Cr.
A discovery of the essence of the Christian faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
TO CONTEMPORARY
THEOLOGICAL
THOUGHT.
INTRODUCTION
Prereq. 3, 4 o r #. I.
3 Cr.
A study of some representative trends in Christian theological thought today,
as seen from the perspective of the enduring theological task of the Christian
Church.
63.
64. THE CHRISTIAN
FAITHIN THE MODERNWORLD. 11.
3 Cr.
A study of the Christian faith in its relationship to the secular movements and
rival faiths of modern Western civilization. The course is designed to give to the
student an understanding, from the standpoint of the Christian faith, of the
present conflicts and crises in Western culture.
DEPARTMENT OF PHILOSOPHY
THE COURSES
IN PHILOSOPHY seek to assist the student to become conversant
with the great men and intellectual movements i n the history of Western
civilization, to cultivate an understanding of the principles of sound reasoning,
and to develop a mature understanding of the foundations of our knowledge in
such areas as religion, art, and morals.
Major, 24 credits. Minor, 1 8 credits. Courses 23, 24, 41, 42 are required for
the major. Courses 23, 4 1 , 42 are required for the minor.
23.
LOGIC. I.
3 Cr.
A study of the formal rules governing valid inference. The course includes a
brief introduction to the notation of symbolic logic.
24. INTRODUCTION
TO PHILOSOPHY.11.
3 Cr.
By means of reading selected source material, supplemented ,by cclssroclm lecture
and discussion, the student is acquainted with the terminology of philosophical
discussion. Selected philosophical problems are treated, including those of ethics,
metaphysics, and theory of knowledge.
Division of Religion and Philosophy / 47
HISTORYO F PHILOSOPHY. I, 11.
3. 3 Cr.
An historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant. Some reading in
selected primary sources.
41, 42.
Upper Division Courses
53. PLATOAND ARISTOTLE. Prereq. 42. I.
3 Cr.
A careful study and analysis of selected writings of each of these two great
philosophers. Extensive reading required. (Offered 1961-62.)
AND AQUINAS. Prereq. 42. 11.
3 Cr.
54. AUGUSTINE
A careful study and analysis af the most important philosophical writings of
each. Extensive reading required. (Offered 1961-62.)
3 cr.
6j. RATIONALISM.Prereq. 42. I.
A study of this important movement through the writings of its chief exponents: Descartes, Spinoza, Leibniz. Extensive reading required. (Offered 196162.)
3 0.
64. EMPIRICISM.Prereq. 42. 11.
A study of this important and influential movement through the writings of its
outstanding modern representatives. Emphasis is placed upon the works of Locke,
Berkeley, and Hume. (Offered 1961-62.)
65. GERMANIDEALISM.Prereq. 42. I.
3 Cr.
A study of Kant and his immediate successors. Reading of selected primary
sources supplements classroom lectures and discussion. The first half of the
course is devoted entirely to a careful study of the philosophy of Kant. (Offered
1960-61.)
66. EXISTENTIALISM.
Prereq. 42. 11.
3 Cr.
A study of modern existentialism from Kierkegaard to the present day. Emphasis is placed upon the reading of selected primary source materials. (Offered
1960-61.)
7 I . CONTEMPORARY
PHILOSOPHY.Prereq. 42. I.
3 Cr.
An historical survey of the main currents of philosophical thought since Kant.
Some reading in primary sources. (Offered 1961-62.)
OF ART. Prereq. 23 or 24. 11.
3 Cr.
72. FORMSAND PHILOSOPHY
The spirit and substance of art and the art experience in their various forms
through demonstrations, lectures, and readings in the philosophy of art. (Offered
1961-62.)
85. PHILOSOPHY
OF RELIGION. Prereq. 3 credits in Philosophy. I.
3 Cr.
An inquiry into the nature of religious faith and experience. (Offered 1960-61 .)
86. MORALPHILOSOPHY. Prereq. 3 credits in Philosophy. 11.
3 Cr.
An inquiry into the nature of moral experience, and an analysis of the language
of moral discourses. (Offered 1960-61.)
Division of the Humanities
IT IS THE PURPOSE of the Division of the Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in &ding his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as these are found in language, literature, and the h e arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK, LATIN,
AND HEBREW
THECOURSES in this department aim to give the students a direct insight into
our biblical and classical heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard prerequisite for admission
to most theologicaI seminari&.
Combined Major in Greek and Latin: 20 credits in New Testament Greek and
1 4 credits in ,Latin.
NEW TESTAMENT GREEK
Minor:
20
credits.
,
1 - 2 4 ELEMENTSOF NEW TESTAMENTGREEK. I, 11..
8 Cr.
In addition to the theoretical and practical study of the grammar cd the Greek
language of the New Testament, the course will cover the manuscript transmission of the Greek text of the New Testament with the description of the
main uncial manuscripts and ancient versions.
Upper Division Courses
5 I , 52. ADVANCED
NEW TESTAMENT
GREEK. Prereq. 2. I, II.
3. 3 Cr.
Selections &om the Synoptic Gospels and Acts. Special emphasis is given to
parsing and syntax of the Greek text.
53, 54. GREEKEXEGESIS.Prereq. 52. I, 11.
3. 3 Cr.
Selections from the Pauline and Catholic Epistles. S.pecial emphasis is given to
the syntactical and exegetical approach to the Greek text.
LATIN
I-2.t
BEGINNINGLATIN. Fr. I, 11.
Grammar and exercises in translation.
8 Cr.
3, 4. CZSAR,
AND ST. AUGUSTINE. Prereq. 2. So. I, 11.
3. 3 Cr.
Continuation of grammar ,and syntax. Reading from Caesar's Galhc WIW and
St. Augmtine's Confessions. (Offered 1960-61 .)
Division of the Humanities / 49
HEBREW
83-84.f HEBREWFOR BEGINNERS.I, 11.
See Course 9-10 under Theological Seminary.
85, 86. HEBREWEXEGESIS.I, 11.
See Course 17, 1 8 under Theological Seminary.
6 0.
2,
2
Cr.
DEPARTMENT OF ENGLISH
T m DEPARTMENT
OF E-UCLIF~ a h to train students in t h e proper use ofEnglish in oral md wrirtcn expfiwion: to increvc proficiency in reading uld
U
I a n a l p k g literary texts; to acqusinr the scudents with the dmeIopment d
the literatute of England and America; and to instill a deeper understanding
of the fundaments! truths and realiries o f life revcdcd in great Iiteraturc.
The department prepares specifically for the teaching of English in secondary
schools and for graduate study.
Freshman English is required of all students. The department may exempt
a few well qualified students from course I. Those exempted fmm course I
may satisfy the English requirement by courses z and 21. Students who do not
achieve a satisfactory standard in their writing in course I must repeat the
course before they enroll in course 2.
All students are required to take an English test at the end of the sophomore
year and must demonstrate a proficiency in writing in order to qualify for the
A.B. degree.
Major: 28 credits above course 2, including courses 21, 22, 31, 32, 51, $2,
61, 62, and 74.
Minor: z I credits above course 2, including courses 21, 3I , 32, 5 I, 52, 61,
and 62.
Teaching Major: 28 credits above course 2, including the courses listed for
the non-teaching major plus 71 and the second year of a foreign language.
Teaching Minor: 2 1 credits above course 2, including the courses listed for
the non-teaching minor plus 71.
A minor in speech, library science, or a foreign language is recommended for
those who plan to teach English in high school.
Students who plan on graduate study in English should include courses 76,
78, 92, 94, 95, history 12, German, and French.
Recommended sequence of required courses for major: sophomores, first
semester, 21, 31; second semester, 22, 32; juniors, first semester, 51, 61, 74;
second semester, 52, 62, plus 71 for teaching majors.
A. IMPROVEMENT
OF READING. Fr. (Wered both semesters.)
I Cr.
Designed to improve reading speed and comprehension. May be taken by upper
classmen, but only freshmen may receive credit.
1-2. FRESHMANENGLISH. ( M e r e d both semesters.)
6 Cr.
A study of language, composition, and literature. Themes and a reference paper.
Required of all students. Students who do not meet the minimum requirements
in the entrance English tests are placed in special sections meeting five hours a
week.
50
/ D i ~ d i o nof
thc Hzrmanities
5. ENGLISHFOR THE FOREIGN-BORN.
I.
z Cr.
AII introduction to colloquial English. Training in speaking, writing, and
listening. To be taken by foreign-born students before Freshman English.
9. COMMUNICATION
FOR NURSES. I.
2 Cr.
A study of the communication skills of reading, writing, speaking, and listening
12. FORMSOF JOUKNALISTIC
WRITING.
See course 12 under Journalism.
IT.
2
Cr.
21, 22. LITERATURE
OF THE WESTERN
WORLD. Prereq. 2.
3, 3 Cr.
Reading, analysis, and discussion of some of the world's great classics. Various
literary movements and the influence of the classical tradition. Course 2 1 offered
both semesters. Course zr offered I1 semester 1960-61; both semesters I 961-62.
25. EXPOSITORY
WRITING. Prereq. 2. I.
z Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
CREATIVE
WRITING. Prereq. 2. 11.
2 Cr.
Writing of description and narration. Study of techniques in rhe composition
of fiction, poetry, and drama. Individual and group projects.
26.
31.
MEDIEVAL
LITERATURE.Prereq.
2.
I.
z Cr.
Literature of the Middle Ages, chiefly English. Special attention given to
Chaucer.
32.
RENAISSANCE
LITERATURE.Prereq.
2.
11.
z Cr.
Literature of England from 1485 to the death of Shakespeare. Some attention
given to non-English works.
Upper Division Courses
JUNIORENGLISH. Prereq. 2. (Offered ,both semesters.)
I Cr.
Designed to develop correctness in writing and usage. Recommended for students
who rank low in the sophomore English test.
56.
5 I,
52.
AMERICAN
LITERATURE.Prereq.
?.
I, JI.
2,
z Cr.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 5.
THEMODERNSCANDINAVIAN
NOVEL. I.
Scc course 5 5 under Scandinavian Language and Literature.
5 6.
THEMODERNSCANDINAVIAN
DRAMA- n.
z cr.
See course 5 6 under Scandinavian Language and Literature.
57. THEBRITISHNOVEL. Prereq.
2.
I.
2
Cr.
The development of the novel in England. A study of the major novelists and
their novels. (Offered 1961-62.)
Division of the Hilmanities / 5 I
58. MODERNFICTION. Prereq. 2. 11.
3 cr.
The modem novel and short story. British, American, and continental writers.
yy. MODERNPOETRY. Prereq. 2. I.
Analysis of the techniques of modern poetry.
3 Cr.
60. MODERNDRAMA. Prereq. 2. 11.
3 Cr.
A survey of the chief dramatists from the time of Bsen. Representative plays
studied as literature and as theater.
BRITISHLITERATURE
O F THE SEVENTEENTH
AND EIGHTEENTH
CENTURIES.
3 Cr.
Prereq. 2. I.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
61.
OF THE NINETEENTHCENTURY. Prereq. 2. 11. j Cr.
62. BRITISHLITERATURE
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
71. INTRODUCTION
TO MODERNENGLISH. Prereq. 2.
5 cr.
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective high-school Englis4 teachers an introduction to the study of
language. (Offered I Sem., 1960-61; ZI Sem. 1961-62.)
2 Cr.
72. LITERARY
CRITICISM. Prereq. 2. I.
A study of basic texts, with emphasis on principles and issues which have
special relevance for modern thought. (Offered 1961-62.)
3 Cr.
74. SHAKESPEARE.Prereq. 32 or #.
Reading of some of the plays. Attention given t o the princitples of drama and
the historical background. (Offered I1 Sem., 1960-61; I Sem. 1961-62.)
76. MILTON. Prereq. 61 o r #. II.
2 Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century. ( m e r e d 196162.)
z Cr.
78. CHAUCER. Prereq. 3 I or #. 11.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered 1960-61.)
83. MODERNBRITISHLITERATURE. Prereq. 6 crs. in Br. lit. or #. I.
a cr.
The important literary movements of the present century in England, concentrating on leading authors and notable productions. (Offered 1960-61.)
8 5 . CONTEMPORARY
AMERICANLITERATURE.Prereq. yz or 8. 1.
Major writers since World War I. (Ofiered 1961-62.)
2
Cr.
92. ENGLISHSEMINAR. Prereq. Sr. and English major or minor. 11.
2 Cr.
Methods and problems of bibliography and research. Selected topics in American
and British literature.
52
/ Division
of the Humanities
STUDY. Prereq. Jr. or Sr. major and consent of de94, 95. INDEPENDENT
partment chaiman. Offered both semesters.
I , I Cr.
JOURNALISM
r 1. SURVEY
OF MASSCOMMUNICATIONS.
I.
z Cr.
Attention is given to patterns of operations in mass media with emphasis on
analysis of content and audiences. Contributions of other disciplines to the
reporting of news and the functions of the press and other communication
agencies in the formation of public opinion are studied.
12. FORMSOF JOURNALISTIC WRITING. 11.
2 0.
An introduction to news, feature, and editorial writing. Some attention given to
editing and headline writing.
DEPARTMENT OF SPEECH
THISDEPARTMENTaims to foster in students those speech skills which contribute to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech compositions, and critical listening
habits. It aims, through courses in intempretative reading and drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which .prepares the student
to teach speech in the secondary schools and to take graduate work in speech,
theater, or speech pathology.
II
All students are required to earn 2 credits in speech for graduation. Speech
is designed especially for this requirement.
Students needing help with speech problems such as stuttering, lisping, foreign
dialect, and excessive stage fright should contact the head of the department
for individual attention.
Mapr: 24 credia above Speech I I. For education students courses I z, 3 I, 32,
66, and 76. Philosophy 23 is required of all majors.
Minor: 18 credits ambove Speech
I 1.
For Education students courses 12, 3 I,
32, 5 1 or $3, and 66.
I I.
BEGINNINGSPEECH. SO. Offered both semesters.
Basic prablems of effective speaking and critical listening.
12.
ARGUMENTATION.
50. II.
Applications of logic in public speaking, discussion, and debate.
2
Cr.
3 Cr.
16. STORYTELLING
AND CREATIVE
DRAMATICS.SO. Il.
z Cr.
Selection of stories for various age groups. Techniques, observation, and practice
id story telling and creative dramatics. Recommended for parish workers and
elementary school teachers. (Offered 1960-61.)
Division of the Hxmanities / 5 3
DEBATE.I, 11. Open to all students.
21-2z.t INTERCOLLEGIATE
z Cr.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
25. INTERCOLLEGIATE
SPEECH. Open to all students. I.
Preparation for and participation in intercollegiate speech contests.
I
Cr.
TO DRAMATIC
ARTS. Open to all students. I.
3 Cr.
29. INTRODUCTION
An introduction to the history of the theater and to the theories of drama and
dramatic production. (Offered 1960-61.)
3 I . INTERPRETATIVEREADING.So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice .in reading various
kinds of prose, poetry, and drama.
3 Cr.
32. ACTING. So. 11.
An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
Upper Division Courses
5 I. GROUPLEADERSHIP
AND DISCUSSION.Jr., Sr. I.
z Cr.
Theories of leadership; principles and types of discussion. Practice in group
discussion techniques. (Offered I 960-61 .)
53. ADVANCED
PUBLICSPEAKING. Jr., Sr. I.
2 Cr.
An introduction to classics in rhetoric; analysis of great speeches; practical work
in speech writing. (Offered 1961-62.)
5 5. PERSUASION
AND PROPAGANDA.
Jr., Sr. I.
z Cr.
The psychology of persuasion; techniques used in public speaking, advertising,
selling, and propaganda. Ethical implications of persuasive techniques. (Offered
1960-61.)
2 Cr.
64. STAGECRAF~.Jr., Sr. 11.
A study of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises. ( m e r e d
1361-62.)
3 Cr.
66- STAGEDIRECTION.Prereq. 32. Jr., Sr. TI.
Theory and practice of stage direction with laboratory exercises in planning
productions and conducting rehearsals.
76.
SPEECHPATHOLOGY.Jr., Sr. 11.
3 Cr.
Physical and psychological factors underlying normal and abnormal speech. An
introduction to principles and methods of speech correction.
54 / Division of the Humanities
92. SPEECH SEMINAR. Sr. 11.
z Cr.
Selected topics in rhetorical theory; individual projects with emphasis on rhe
uie of primary sources and the methodology of research.
94. DRAMASEMINAR. Sr. 11.
z Cr.
Selected topics in drama; individual projects as indicated by personal needs and
interests.
DEPARTMENT OF MODERN LANGUAGES
THIS DEPARTMENT
aims to impart to the student the knowledge of a modem
language as a 'factor in stimulating a sympathetic interest in the people for whom
it is the main channel of expression. It also aims to aid the student in developing
an understanding of the idiom of a particular language and a mastery of the
rules of grammar and pronunciation. It furthermore seeks to develop an interest
in the history, literature and life of the people whose language he is learning,
and to transmit to American life the best of their cultural and religious heritage.
A special aim is to provide language facility and technical training for those who
plan to teach, study theology, or become candidates for higher academic degrees.
GERMAN
Minor, 20 credits.
8 Cr.
I-2.f BEGINNING
GERMAN. I, 11.
A study of the grammar and vocabulary of the German language so that the
student attains a reading knowledge.
3, 4. INTERMEDIATE
GERMAN. I, 11.
3, 3 c r .
This course continues to build up the vocabulary of the student through the
study of easy (prose and poetry. Special work in conversation is required of all
students planning to teach.
Upper Division Cou.rses
1I , 12. GERMANLITERATURE.I, 11.
Reading of standard authors. Brief survey of German literature.
3. 3 Cr.
SCANDINAVIAN LANGUAGE AND LITERATURE
Minor, 24 credits.
I-2.f BEGINNING
NORWEGIAN.Fr. I, II.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
3, 4. INTERMEDIATE
NORWEGIAN.SO. I, 11.
3, 3 c r Further study of grammar. Reading of standard authors. Brief survey of Norwegian literature. Composition.
I I.
SCANDINAVIAN
HISTORY.
I.
3 Cr.
A brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. (Offered 1961-62.)
Division of the Humanities / 5 5
I 6.
MODERNSCANDINAVIA.
11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1961-62.)
Upper Division Courses
THEMODERNSCANDINAVIAN
NOVEL. Jr., Sr. I.
Cr.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlgif,
and others. Knowledge of a Scandinavian language not required. ( m e r e d
1960-61.)
5 5.
2
56. THEMODERNSCANDINAVIAN
DRAMA. Jr., Sr. 11.
t Cr.
The course includes dramas by Bjernson, Zbsen, and Stridberg. Knowledge of
a Scandinavian language not required. (Offered 1960-61.)
FRENCH
Minor, t o credits.
I-2.t BEGINNINGFRENCH. I, H.
8 Cr.
The course includes the study of French sounds and their spelling, the essentials
of grammar, oral and written work, and the reading of suitable selections from
French literature.
3, 4. INTERMEDIATE
FRENCH. I, 11.
3, 3 Cr.
One half of the time is devoted to the further study af grammar, composition,
and oral work. The other half is spent in reading representative types of French
literature.
Upper Division Courses
5 I. SURVEY
OF FRENCHLITERATURE.I.
3 Cr.
A study of the authors and literary movements of the seventeenth, eighteenth,
and nineteenth centuries.
52.
FRENCHPHONETICS,CONVERSATION,
AND COMPOSITION. 11.
3 CC
A thorough study of French sounds, phonetic symbols, drill on pronunciation,
phonetic readings, various types of oral work, memorization, dictation and
composition.
SPANISH
Minor,
20
credits.
8 Cr.
I-z.? BEGINNINGSPANISH. I, 11.
Stresses pronunciation, the essentiat of grammar, elementary conversation, and
background reading in Spanish on the I.atin American countries.
Includes further study of grammar, oral and written work, and the reading d
short stories, novels, and plays in the Spanish language.
56
/ Division
of the Humanities
Upper Division. Courses
5 I . SURVEY
OF SPANISHLITERATURE.I.
3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish, reading of representative works and reports.
52. SPAXBH CONVERSAT~ON
~m Cornsmow. 11.
3 cr.
A course aiming to fncilitate free expression in Spanish through conversation
and composition, including original themes. Lzhratory, including audio-visual
aids, inregrared wirh classroom work and instruction.
DEPARTMENT OF MUSIC
THE DEPARTMENT
OF MUSICoffers training to students who wish to become
teachers of music, directors of choral and instrumental ensembles, or who are
primarily interested in performance, as well as preparatiod for those who expect
to pursue specialized study in the field of music. General instruction is afforded
other students who also wish to broaden their cultural background with an
understanding of and appreciation for the music of the masters. Emphasis is
laid upon the rich musical heritage of the Christian Church.
Major: 40 credits. Excepting 3 and lo, courses I through 58, 61-6r* or 6364*, 6 9 , 77 or 78, 80, and 10 credits in applied music, of which 4 must be in
private lessons in voice or on an instrument, and 4 as a member of a musical
organization. At least 2 credits in private instruction must be earned in the
junior and senior years. Non-education studears may subsrirute 10 for 77 or 78.
One public performance in their area of specialization is required of juniors
y
in
and seniors. This requirement may be fuifilled by s a r i ~ f ~ c t o rparticipation
the monthly Performance Smnhtrs. Fomzl public recitals are encouraged and,
upon recommendation of the department, may be given in fulfillment of the
requirement.
Sophomores, Juniors, and Seniors are required to attend monthly Performance
Seminars. Freshmen are encouraged to attend. The seminars are student recitals
which provide opportunity for public performance and acquaint the students
with a repertory of musical excellence.
All majors are required to pass a piano proficiency examination, preferably by
the end of the sophomore year. Ir includes: the major and minor scales in a
moderate tempo; three pieces in different styles, such as (a) a Bach invention
or a dance from one of the suites, (b) one of the easier sonatas of Haydn,
Mozart, or Beethoven, and (c) one of the shorter pieces by a nineteenth or
twentieth century composer; sight-reading songs af hymn-tune grade.
Minor: 2 6 credits. Excepting 3 and 10, courses I through 5 8 , 61-62" or 6 3 64*, and 6 credits in applied music, 2 of which must 'be in private lessons in
vocal or instrumental music.
A maximtlm of 10 credits in applied music may count toward the Bachelor
of Arts degree.
"A student in education should prepare for both vocal and instrumental work.
Therefore, unless he takes both technique courses, he should take Choral Technique if his applied music is largely instrumental, and Instrumental Technique
if hi applied music is largely vocal.
I , z. THEORY.
I, 11.
z, z Cr.
A basic course in the fundamentals of music, including the principles of nota-
tion, major and minor scales, intervals, triads, rhythms; aural skills; sight
reading, dictation, and part singing.
3. INTRODUCTION
TO MUSIC. 11.
z Cr.
A course for non-majors. To promote understanding and enjoyment of music.
Fulfills the fine arts requirement.
7, 8. HISTORYAND LITERATURE
OF MUSIC. I, 11.
2, 2 Cr.
An historical survey of western music from its beginnings to 1900. Supple-
mented by musical scores and recorded performances.
10. HYMNS
AND MUSICOF THE CHURCH. 11.
2 G.
Development of the music cd the Christian Church, with special attention to
Protestant hymnody. Designed for the general student, organists, choir directors,
and pre-theological students. Fulfills the requirements of a course in religion.
I 5-16.?
HARMONY.
I, 11.
4 cr.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies as well as opportunity for simple creative writing.
Upper Divisionl Courses
5 5, 5 6. ADVANCED
HARMONY.Prereq. z, 16. I, U.
2, 2 Cr.
Continuation of I 5-16, with advanced work in harmonization of figured bass
and given melodies. Modulation, advanced chord formations, the use of suspensions, retardations, and ornaments of music.
CONDUCTING.Prereq. 2, or z Cr. in piano, organ, or equivalent.
Jr. I, 11.
2, z Cr.
Techniques of conducting choral and instrumental music; organization and
administration of choral and instrumental ensembles in school, church, and
community. Students in music education should ,take the course in their junior
year.
57, 58.
61, 62. INSTRUMENTAL
TECHNIQUE.
Prereq. z. Jr., Sr. I, H.
z, z Cr.
Class instruction in string, reed, brass, and #percussion instruments, preparing
the prospective public school music teacher and director for work in band and
orchestra.
63, 64. CHORALTECHNIQUE.
Prereq. z. Jr., Sr. I, 11.
2, z Cr.
Class instruction in the ,fundamentals of voice culture as related to choral
ensemble. For public school music teachers and directors of vocal music.
69.
TWENTIETHCENTURYMUSIC. Prereq. 8, 56. Jr., Sr.
I.
z Cr.
A survey of western music with emphasis on contemporary trends.
77. COUNTERPOINT. Prereq. 5 5. Sr. I.
z Cr.
Strict counterpoint in one, two, three, and tour-part writing in all the species.
58
/ Division of
the Humanities
78. MUSICALANALYSIS. Prereq. $ 5 and 77 o r #. Sr. 11.
z Cr.
A detailed study of the structure and form of music, together with the study of
the harmonies constituting any musical composition.
80, 81. SENIORSEMINAR. Prereq. Sr. and Music Major. I, 11.
I , I Ct.
Advanced topics in music. Choral, vocal, and instrumental literature. Bibliographies and research.
APPLZED MUSZC
Vocal and instrumental instruction is available to all students. Beginners must
complete two semesters of private lessons in order to receive credit. Others
receive one credit for a minimum of sixteen thirty-minute lessons per semester.
Occasional lessons are available without credit. For statement of fees see under
Financial Information.
I, I Cr.
PIANO. I, 11.
Technique as needed, repertory, pedormance, accompanying. Music majors and
minors must pass the proficiency examination. Only those credits earned after this
examination has been passed apply toward the major o r minor.
ORGAN. Prereq. Basic piano technique and consent of instructor. I, II. I , I Cr.
Technique as needed, repertory, performance, hymn playing, accompanying.
I, I Cr.
VOICE. I, 11.
Includes correct habits of pronunciation and articulation, breath control,
flexi,bility, ear training in some cases, and interpretation of song classics, both
sacred and secular.
WOOD-WINDINSTRUMENTS. I, 11.
I, I
Cr.
BRASSINSTRUMENTS. I, 11.
I, I
Cr.
2
Cr.
I, I
Cr.
CHOIR.;
I, 11.
CONCERTBAND. I, 11.
WOMEN'S CHORUS(Cantorians) . I, 11.
%, % Cr.
%, % Cr.
o Cr.
These organizations exist not only for the benefit of the music student but
for any student who wishes to participate in groups affording opportunity for
musical expression.
PERFORMANCE
SEMINAR I, 11.
o Cr.
DEPARTMENT OF ART
THE D E P A R ~ E N OF
T ART endeavors to further the student's technical and
conceptual understanding of art. Besides experience in the disciplines of drawing,
painting, and sculpture, emphasis is given to the function of a r t in history
Dfvisim of the Humanities / 59
and religion. Because of the impact art has on contemporary life, students are
encouraged to find opportunities in teaching, graduate study, commercial designing, and avocational art.
Minor: 16 credits, including I, 17 or 18, 21 or 22, and 71.
I.
BASICDESIGN. Offered both semesters.
3 Cr.
Theory and application of basic art principles, in drawing, painting, l e t t e ~ h ~ ,
.and sculpture.
ART IN DAILYLIVING. I.
See course 3 under Department of Home Economics.
3.
3 Cr.
17, I 8. O m PAINTING.I, 11.
2, z Cr.
Investigation of the technical and expressive possibilities of oil paint. Still life,
landscape, and portrait painting.
21, rz. SCULPTURE.
I, 11.
2 , z Cr.
Design in three-dimensional form. Modeling of portraits, human figures, and
animal forms. Ceramic and plaster casting.
32. WATERCOLOR
PAINTING.11.
z Cr.
Use of transparent and opaque water color techniques, with emphasis on landscape painting.
Upper Division Courses
64. HISTORY
AND APPRECIATION
OF ART. CI.
See course 64 under Department of Home Economics.
3 Cr.
71. HISTORY
OF PAINTING.I.
3 Cr.
A historical survey of painting in western civilization from early Mediterranean
cultures to modern times.
The 65-voice Augsburg College Choir,
directed b y Leland B. Sateren, and the
55-piece Augsburg College Band, directed by Mayo Savold, perform distinctive music works and tour annua2ly.
Division of the Social Sciences
MR. CHRISLOCK,
Chairman
IT IS THE GENERAL PURPOSE of the work in this division to improve the
student's understanding of human relationships and his appreciation of their
importance and value, especially in their Christian interpretation. The work
proceeding under the guidance of the faculty in this division is therefore
intended to develop a higher grade of citizenship and to improve the individual's
adaptation to his vocation.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
THE WORK
OF THIS DEPARTMENT is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations
of the .phenomena in the fields of History and Political Science. I t affords
preparation for graduate study and for teaching in secondary schools.
HISTORY
Major, 30 credits; minor, 2 1 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22. For
non-majors, ~rere~uisites
may be waived on consent of the instructor.
I , 2.
WESTERN
CIVILIZATION.
Fr. I, 11.
3. 3 Cr.
This course is a rapid survey of European history from ancient times and up to
the present. Designed to lay the foundation for ,future work in History.
21, 22. UNITEDSTATESHISTORY.
So. I, TI.
3. 3 Cr.
A survey of the life of the American people, and the development of their ideas
afid institutions. First semester, from early explorations to 186s; second semester,
the 'beginning of the reconstruction period to the present.
Upper Division Courses
52. ENGLAND
TO I 8 3 2.
Prereq. I , 2. Jr., Sr. 11.
3 Cr.
Emphasis placed on the constitutional development of England. (Offered 196061.)
5 3. HISTORY
OF CANADA.Jr., Sr. I.
3 Cr.
The development of Canada from early explorations u, the present, with
emphasis on Canadian-United States relations. (Oflered 1961-62.)
5 5 . CONTEMPORARY
UNITED
STATES. Prereq. 21, 22. Jr., Sr. I.
3 Cr.
The United States from about 1900 to the present. Seminar offered in connection with this course may be taken 'fbr one additional credit on approval of
kstructor.
Wision of the Social Scimces / 61
AMERICANDIPLOMATICHISTORY. Prereq. 6 Cr. in History or Pol. Sci.
or #. Jr., Sr. II.
3 Cr.
The history of American foreign policy. The period from 1898 to the present
is emphasized. Seminar offered in connection with this course may be taken for
one additional credit on approval of instructor. (Offered 1961-62.)
56.
AND PROBLEMS
OF SOUTHAND SOUTHEAST
ASIA.
GOVERNMENTS
Jr., Sr. I.
See course 57 under Political Science
57.
58. POLITICSAND PROBLEMS
OF THE MIDDLEEAST. Jr., Sr.
See course 58 under Political Science.
H.
3 Cr.
3 Cr.
3 Cr.
61. ANCIENTHISTORY. Prereq. I, 2. Jr., Sr. I.
A cultural and political history of ancient civilizations and their contribution
to modern cultures. (Offered I 960-6 I .)
63. MEDIEVALEUROPE,300-1200. Prereq. I , 2. Jr., Sr. I.
3 Cr.
From the decline of Rome, through the political, economic, and cultural revival
of 12th century Europe. (Offered 1961-62.;
64. MEDIEVAL
EUROPE,1200-1500.
Prereq. I, 2. Jr., Sr. II.
3 Cr.
hledieval culture at its height in the 13th century, the rise of western monarchies,
decline of the medieval ,papacy and empire, late Middle Ages and the 'Italian
Renaissance. ( m e r e d 1961-62.)
3 cr.
65. EARLY MODERNEUROPE, I 500-1648. Jr., Sr. I.
Emphasizes the religious crises of the Reformation and the religious wars.
(Offered 1960-61.)
3 cr.
66. EARLYMODERNEUROPE,164-1789. Jr., Sr. II.
A study of divine-right absolutism of Louis XlV and its influence in Europe,
contrasting political pattern af England, scientific developments and their
effects on areas of thought, 18th century background of the French Revolution. (Offered 1960-61.)
Jr., Sr. I.
3 Cr.
A ,political and cultural survey of these countries from ancient times to the
nineteenth century. (Offered 1961-62.)
67.
PRE-NINETEENTHCENTURYINDIA, CHINA, AND
JAPAN.
AND JAPAN, I 850 TO PRESENT. Jr., Sr. n.
3 Cr.
68. CHINA
A survey of the internal developments in China and Japan, their relations with
each other and with the West. (Offered 1961-62.)
FRENCHREVOLUTION
AND EARLYNINETEENTH
CENTURYEUROPE.
3 Cr.
Prereq. 12 credits in History. Jr., Sr. I.
Political, economic, social, and cultural development in Europe from 1789 to
I 8 50. The French Revolution, Napoleon, the Restoration, the Revolution of
1848.
7I.
62 / Division of the Social Sciences
LATE NINETEENTHCENTURYEUROPE. Prereq. 12 credits in History.
Jr., Sr. 11.
3 Cr.
Political, economic, social, and cultural development in Europe from, 1848 to
1914. The national unification of Germany and Italy, the rise of imperialism,
and the background of World War I.
72.
Jr., Sr. I.
75. HISTORYOF POLITICALTHEORY.
See course 75 under Political Science.
TWENTIETH
CENTURYEUROPE. Prereq.
3 Cr.
credits in History. Sr. 11.
z Cr.
A survey of recent developments in the world, extending from the outbreak of
World War I to the present. Seminar offered in connection with this course
may be taken for one additional credit on approval cif instructor.
82.
12
99. SEMINARIN NORTHWEST
HISTORY. Prereq. #., Jr., Sr. I.
3 Cr.
A study of various areas of the history of Minnesota and the Northwest. A
research paper is required. (Offered 1960-61.)
POLITICAL SCIENCE
Minor: I 5 credits.
AMERICAN
GOVERNMENT.I, 11.
6 cr.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government.
41-42.$
Upper Division Courses
5 6. AMERICANDIPLOMATIC
HISTORY.
11.
See course 56 under History.
3 Cr.
57.
GOVERNMENTS
AND PROBLEMSOF SOUTH AND SOUTHEAST
ASIA. Jr.,
Sr. I.
3 Cr.
The emergence of the new national states in this area; their political and
economic problems. (Offered 1960-61.)
58. P O L I ~ CAND
S
PROBLEMS
OF THE MIDDLEEAST. Jr., Sr. 11.
3 Cr.
A survey of the contemporary political and economic problems in the Middle
East. (Offered 1960-61.)
PUBLICFINANCE. Prereq. 41-42 or Economics I 1 for Political Science
3 Cr.
minors. Jr., Sr. I.
See course 61 under Business Administration and Economics.
61.
Jr., Sr. I.
3 Cr.
75. HISTORYOF POLITICALTHEORY.
A survey of the high points in the development of political theory from the
Greeks to the present. (Offered 1961-62.)
GEOGRAPHY
14. HUMANGEOGRAPHY.Fr., So. 11.
A study of geographical factors affecting mankind.
3 Cr.
Division of the Social Sciences / 63
Combined Major in Social Sciences for Teaching: 24 credits in History (including History 2 I and 22) and Geography; Sociology I, 2; Economics I 5 , 16;
Political Science 4 1 -42.
Minor in Social Science: 6 credits each in History and Sociology; Political
Science 4 1-42; and 3 credits in Economics.
DEPARTMENT OF SOCIOLOGY
THE OBJECTIVES OF THIS DEPARTMENT are to help students attain a better
understanding of society and its social problems, as well as to prepare studenu
for social service, for graduate training in social work, and for graduate study in
Sociology. Beyond understanding of society and its problems and beyond
academic competence, the Department aims to explore the relevance of Christianity to effective social service.
Major, 24 credits including Sociology I , 2 . Reuired in addition are History
1-2, or 21, 22; Psychology 5 .
Minor, I 5 credits including Sociology I , 2. Required in addition are History
1-2, or 21, 22.
Introduction to Statistics is recommended for majors and minors in Sociology.
For other recommended courses see under Social Work curriculum.
I.
INTRODUCTION
TO SOCIOLOGY.Fr., So. I.
3 Cr.
An introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2.
SOCIALPROBLEMS.Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
4. INTRODUCTION
TO STATISTICS.Fr., So. 11.
See course 4, under Business Administration and Economics.
3
e.
5 . SOCIOLOGY.I.
2 Cr.
An introduction to the field of sociology, designed especially for student nurses.
I 6.
MODERNSCANDINAVIA.11.
See course r 6 under Scandinavian Language and Literature.
3 Cr.
2 I.
RURALSOCIOLOGY.So. I.
3 Cr.
Structure, function and change of rural society with special attention to the
problems of,contemporary rural A.merica.
URBANSOCIOLOGY.SO. 11.
3 Cr.
Study of the city as to historical background, causes of growrh, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
22.
42. ~ ~ A R R I A G EAND FAMILYRELATIONSHIPS.II.
See course 42 under Department of Home Economics.
3
cr.
64 /Division of the Social Sciences
Upper Division; Courses
5 I. CRIMINOLOGY.
Prereq. I. Jr., Sr. I.
3 Cr.
A study of the nature of delinquency and crime in contemporary society. An
examination of causal factors, methods of apprehension, treatment, and prevention of delinquency and crime.
52. RACERELATIONS
AND ,MINORITY
PROBLEMS.Prereq. I. Jr., Sr. 11. 3 Cr.
The dynamics of prejudice, racism, and discrimination, together with an
examination of social action programs. (Offered 1960-61.)
5 6. LABOR
AND MANAGEMENT
RELATIONS.Jr., Sr. I1
3 Cr.
An analysis of the socio-economic roles of labor and management in a dynamic
society. (Offered 19.61-62.)
3 Cr.
57. FIELDSOF SOCIALWORK. Prereq. I. Jr., Sr. I.
An introductory exploration of the scope, nature, and functions of social work.
A survey of private and public social agencies in the field of family welfare,
child welfare, medical social work, group work, and other community agencies.
3 G60. PUBLICWELFARE. Prereq. I. Jr., Sr. H.
An introduction to the historical development, basic concepts, legislative policies,
organizational structure, and institctional functions of social welfare, including
a survey of contemporary public welfare and social security. (Offered 1960-61.)
Prereq. I, Psy. 5 . Jr., Sr. I.
3 a61. SOCIALPSYCHOLOGY.
Society and the individual, the socialization .process, the development of personality, the impact of group norms. Selected forms of collective behavior
such as crowd, rumor, and audiences.
PSYCHOLOGY.
62. ABNORMAL
See course 62 under Psychology.
3 Cr.
64. INTRODUC~ON
TO METHODS
OFSOCIAL
WORK. Prereq. #. II.
3 Cr.
Princi.ples and procedures of case work and group work designed especially for
students who anticipate entering the field of social work. (Offered 1961-6s.)
DEPARTMENT OF PSYCHOLOGY AND EDUCATION
PSYCHOLOGY
THE CURRICULUM IN PSYCHOLOGY is designed to acquaint students with the
data and methods used in the scientific study of human behavior. The work in
psychology is further designed to aid the student in more adequately understanding, predicting, and modifying his own behavior as well as that of his
#fellowmen.
Minor: 15 credits.
Division of. the Social Sciences / 6y
GENEU PSYCHOLOGY.
Offered both semesters.
y.
3 Cr.
A study of the basic processes underlying human behavior. The general principles, methods and problems of psychology are discussed.
7. GENERAL
PSYCHOLOGY.I.
z Cr.
An introductory course intended for student nurses. Special emphasis is placed
upon normal and abnormal reactions to stress and frustration, mental hygiene,
and to methods of therapy.
10. PSYCHOLOGY
OF ADJOSTATENT.
Prereq. y . So. 11.
3 Cr.
Motivations of man with emphasis on behaviors necessary for adequate living,
theories of adjustment, defense mechanisms and adjustive techniques considered
with respect to personality and mental hygiene.
Upper Division Courses
61. SOCIALPSYCHOLOGY.Jr., Sr. I.
Sec course 61 under Department of Sociology.
3 Cr.
62. ABNORMAL
PSYCHOLOGY.
Prereq. y. Jr., Sr. 11.
3 Cr.
The sociological, psychological, and biological factors involved in neurotic and
psychotic behavior. Modern methods of diagnosis, treatment, and prevention.
Community organization for mental hygiene.
64.. EXPERIMENTAL
PSYCHOLOGY.Prereq. y. Jr., Sr. 11.
3 Cr.
Experiments to illustrate the basic methods used by psychology as a contemporary science. Demonstrations and experiments in human and animal
learning, problem-solving, perception, measurement of abilities and personality
traits. One two-hour and one three-hour period per week. (Offered 1961-62.)
IN PSYCHOLOGY.
Prereq. y, and 8.Jr., Sr. 11.
1-2 Cr.
66. TOPICS
A study of special problems. For students desiring to continue investigations
begun in the regular courses or to carry out individual research on topics of
their choice.
71. EDUCATIONAL
PSYCHOLOGY.Jr. I.
See course 71 under Education.
3 Cr.
EDUCATION
THE EDUCATION
CURRICULUM has been designed primarily for those preparing
to do public school teaching, although any student who is preparing to work
with youth is encouraged to study in this area. The work in this department
will qualify the graduate ifor teaching on the elementary or the junior and
senior high school level, as well as for further study in the field of education.
ELEMENTARY EDUCATIOh7
PLANNING FOR elementary school teaching are required to follow
STUDENTS
the prescribed course of study. See under curriculum for Elementary Education.
Formal admission to the program takes place in the sophomore year. During
this year the student has regular conferences with the Director for orientation
66 / Division of the Social Sciences
ar;d counseling purposes, and is tested in the subject matter of the fields which
are taught in elementary schools. Students with deficiencies may be required to
take additional work. Each student wishing to complete the program must
make written application on the form provided and must be recommended by
the Director and approved by the Committee on Teacher Education.
2, 2 Cr.
50,51. CHILDPSYCHOLOGY.Prereq. Psy. 5 , Jr. I, 11.
This is a study of child development and the process of learning. I t includes
consideration of the techniques of studying children.
METHODSAND MATERIALS
OF THE ELEMENTARY
SCHOOLCURRICULUM.
Prereq. Psy. 5, and concurrent registration in Ed. yo and 1 1 . Jr. I, 11.
3, 3 c r .
A study of the methods and the materials o;f the curriculum of the elementary
school in the fields of mathematics, science and health, physical education, music,
and art; it utilizes staff assistance from several of the academic departments involved. Special attention is given to the content of the mathematics program of
the elementary school.
5 2 , J 3.
METHODSAND MATERIALSIN SOCIALSTUDIES
AND THE LANGUAGE
ARTS
ELEMENTARY
SCHOOL. Prereq. 5 I . Sr. I.
j Cr.
The methods and the materials of the curriculum of the elementary school in
the fields of social studies and language arts.
54.
IN THE
Prereq. 53. Jr. I, 11. Sr. I.
5 y, 56, 57. %SERVATION OF TEACHING.
A combination of laboratory experience and seminar. Students spend two to
three hours a week in observing teaching in an elementary school and may
assist the room teacher with certain classroom tasks. One seminar or discussion
hour a week. I credit per semester.
J
8.
TEACHING
OF READING. Prereq. 5 I. Sr. I.
3 Cr.
Deals with the problems of teaching reading to elementary school children. T h e
materials and methods are studied in the context of learning theory.
19.
CHILDREN'SLITERATURE.Prereq. 5 I. Sr. I.
3 Cr.
This is a study of literature suitable for children of elementary school age. I t
requires extensive reading and evaluation of books.
60.
SEMINARIN TEACHING.
Prereq. 5 5. Sr. 11.
2
Cr.
This deals with the practical problems o;f teaching as they arise in the student
teaching experience.
62.
DIRECTED
TEACHING
IN
THE
ELEMENTARY
SCHOOL. Prereq. 55. Sr. 11.
8 Cr.
Students spend half days for a full semester observing, assisting the regular
teacher, and much of the time in actual teaching in cooperating schools.
Supervision is carried out by the classroom cooperating teacher and the college
staff.
Division of the Social Sci,mces/ 67
SEGONDARY EDUCATION
ADMISSION
TO THE SECONDARY EDUCATION CURRICULUM requires an application
to be approved .by the Committee on Teacher Education. Application must be
made during the second semester of the sophomore year if the student is to
complete the program in the regular time of two years. Approval is granted on
the basis of a satisfactory health report, favorable personality characteristics,
and a minimum in scholastic achievement of 1.5 honor point ratio in the major,
a 1.0 ratio in the minor, and a 1.0 ratio for the over-all average. Except in
special fields the applicant should be preparing for competency in at least two
subjects that are taught on the high school level, that is, he should complete
a major and a minor or two majors.
All students admitted to the secondary education curriculum must secure
two credits of Group Activity usually to be taken in connection with Ed. 71
and 72. They are also required to have a course in health and three semester
hours in general psychology, the latter to be completed before taking Ed. 71.
For a proposed course of study see under Curriculum for High School Teaching.
71. EDUCATIONAL
PSYCHOLOGY.Prereq. Psy. 5, Jr. I.
3 Cr.
A study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in a school
context.
72. TEACHING
IN SECONDARY
SCHOOLS. Prereq. 71. Jr. 11.
3 Cr.
This course has three parts: a study of the purposes and programs of secondary
schools; developing personal competency in planning instructional activities; and
developing the ability to evaluate the outcome of instruction.
73, 74. GROUP ACTNITY. I. 11.
I, I Cr.
This is not given as a separate course, but offered in connection with Education
71,72; Religion 9, 58; Physical Education 6, I I, 13, 14, 81,82. The nature
of the experience will vary with the course with which i t is associated, and
nlay include such activities as teaching, supervising recreation, and advising
clubs. The cooperation of the agencies involved is necessary, with reports from
the supervisor and the student to the teacher of the course with which the
work is connected, A student may not receive more than z credits in Group
Activity.
76. PRINCIPLESOF GUIDANCE. Prereq. 71.Sr. 11.
3 Cr.
A study of the guidance function of the classroom teacher, tools and techniques
used in studying students, and methods appropriate for student guidance,
including counseling.
78. ISSUESm CONTEMPORARY
EDUCATION. Sr. 11.
3 Cr.
The purpose of the course is to develop skill in perceiving and defining current
problems in education, to gain an understanding of possible solutions, and to
develop some ability to evaluate the various solutions proposed. The relation
of the problems to the development of American education and to a philosophy
of education is stressed.
OF NATURAL
SCIENCESIN
79. TEACHING
THE
SECONDARY
SCHO~L. Sr. I.
2
Cr.
68 / Division of the Social Sciences
81.
TEACHING
OF BUSINESS
IN
THE
a3. TEACHING
OF MATHEMATICS
IN
SECONDARY
SCHOOL. Sr. I.
THE
z Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
SECONDARY
SCHOOL. Sr. I.
2
Cr.
85.
TEACHINGOF SOCIALSTUDIES
IN
87.
TEACHINGOF HEALTH
EDUCATIONAND PHYSICALEDUCATION
M THE
SECONDARY
SCHOOL. Sr. I.
s Cr.
88.
TEACHING
OF MUSICIN
THE
ELEMENTARY
SCHOOL.
89. TEACHINGOF MUSICIN
THE
SECONDARY
SCHOOL. Sr. I.
91.
THE
TEACHINGOF HOME ECONOMICS
nu
m E
JT.
11.
2
cr.
2
Cr.
SECONDARY
SCHOOL. Sr. I.
z Cr.
AND ADULTE D U C A ~ OIN
N HOMEECONOMICS.Sr. 11. z Cr.
92. EVALUATION
93.
TEACHING
OF ENGLISHIN
THE
SECONDARY
SCHOOL. Sr. I.
OF MODERNLANGUAGES
IN
94. TEACHING
THE
z Cr.
SECONDARY
SCHOOL. Sr. I.
z Cr.
95 . TEACHINGOF SPEECHIN THE SECONDARY
SCHOOL. Sr. I.
2 Cr.
Courses 79 through 91 include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Usually, each student is
required to take two of these courses to prepare 4or student teaching; this
means one course related to the major and one to the minor. Prerequisites are
a major or a ,minor in the field and Education 7 2 .
97. STLTDENT
TEACHINGIN m E SECONDARY
SCHOOL. Prereq. 72. Offered
4-5 Cr.
both semesters.
Observation, participation in teaching activities, and experience in actual control
of the classroom situation. Direction of the program is shared by the college
supervisor and selected critic teachers.
99. TOPICS
IN EDUCATION.Offered both semesters. Sr.
1-2 Cr.
Independent study offering students an opportunity to explore areas of specialization in education. Each student does research and presents a report of hi
tindings on the requirements, present status, and future possibilities of his own
field of interest. Conducted largely on a seminar ,basis. Open to seniors with the
approval of the department.
LIBRARY SCIENCE
THE FOLLOWING COURSES prepare the student to meet the state requirements
for a minor in library science. They train him in making a wise choice of books
for the. school library, in preparing books and other library materials for
circulation, in administering a school library, and in making intelligent and
effective use of library tools for hi own needs as a teacher.
M i o r , 16 credits.
Division of the Socid Sciences / 69
55-56.?
OF
BASICFUNCTIONS
THE
SCHOOLLIBRARY.So., Jr. I, TI.
3 Cr.
Designed to acquaint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school administration, faculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration. Two credits first semester; one credit,
second.
57-58.i
4 Cr.
ELEMENTARY
MATERIALS.Jr., Sr. I, 11.
Library materials for the elementary school lhrary; book selection, principles
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered 1960-61.)
6 Cr.
59-60.? SECONDARY
MATERIALS.Jr., Sr. I, 11.
Introduction to book selection; book selection in subject fields, including reference books and related fiction; periodicals and other non-,book materials, standard lists for book selection; reviewing of individual titles. Sources. (Wered
1961-62.)
61. PRACTICAL
~ ~ T H O D S . Prereq. 5 6. Sr. I.
I Cr.
Giving the student practice experience in school libraries; teaching the use of
thc library; weeding and withdrawal procedures.
2 Cr.
62. READINGGUIDANCE. Prereq. 56. Sr. 11.
Remedial reading in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading.
DEPARTMENT OF BUSINESS ADMINISTRATION AND
ECONOMICS, AND SECRETARIAL STUDIES
THE
OBJECTIVE OF m I s DEPARTMENT is to help students gain a broad
knowledge and sound perspective of business and our economic society. The
business major prepares a student for positions in the business community. T h e
economics major provides the background necessary for further study in
gaduate school. Together with secretarial studies, the department also provides
a teaching major and minor.
BUSINESS ADMINISTRATION AND ECONOMICS
Major in Business Administration: 36 credits, including courses
16, 53, 72. In addition, Psychology 5 is required.
I , 2,
3, 4, 15,
Major in Economics: 24 credits, including courses 4, 15, 16, 60, and twelve
credits from 51, 54, 56, 61, 62. In addition, I, z, and Math. 13 are required.
Minor in Business Administration: 21 credits, including courses I, z, 3, 15,
16, and six credits in Upper Division courses.
Minor in Economics: 15 credits, including courses 15, 16 and nine credits
from 51, 54, 56, 60, 61, 62.
70
/ Division oj
the Social Sciences
I, 2, PRINCIPLES
OF A C C O U N ~ N GSO.
. I, 11.
3, 3 c r .
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporation; preparation of hancial
statements; and procedure in recording and classifying business transactions.
Meets four hours per week.
3. ILVTRQIY~CT~OK
TO Busn~ss. Fr. I.
f Cr.
An introductory survey of busincss and b&ws mamgement including a study
of rhc varicry, namre and inrerrrlariomhip of problems of 8 b m i u aperation.
~
Finance, p w n n e i , prduction, marketing, internal organization and control,
and governrnenrd relationships are a few o f the topics cowred.
INTRODUCTION
TO STATISTICS.SO. 11.
3 Cr.
A course in scientific methods of dealing with the collection, organization,
comparison and interpretation of numerical data. The technique of constructing
graphs and tables, as well as &dina measurer of central tendencies, variability,
correlation and sound rnethds of sampling.
4.
I 5, I 6.
PRINCIPLES OF ECONOWCS. So. I, 11.
3, 3 Cr.
The foundations of economic analysis; ,production, employment and prices; and
public policy. The objective is to promote interest in economic problems and
the ability to use economic analysis in reaching judgments about economic
policy problems.
Upper Division, Courses
5 I. MONEYAND BANKING. Prereq. 15, 16. Jr., ST. I.
3 Cr.
The influence of money and banking on economic activity and of monetary and
fiscal policies which might be adopted to yield a stable general price level with
high levels of output and employment. (Offered 1960-61.)
53. BUSINESS
LAW. Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
54. MARKETING. Prereq. I 1, 16. Jr., Sr. 11.
3 Cr.
An introductory course in which the functions and institutions of marketing
are studied. Problems in selecting channels of distri,bution and in determining
merchandising and pricing plicies are also considered. (Offered 1961-62.)
RELATIONS. Jr., Sr. 11.
56. LABORAND MANAGEMENT
See course 56 under Department of Sociology.
3 Cr.
58. INDUSTRIAL
,MANAGEMENT.Jr., Sr. 11.
3 Cr.
The more important production procedures commonly employed in progressive
manufacturing plants, and their relationship to the attainment of management
objectives. (Offered 1960-61.)
3 Cr.
59. COSTACCOUNTING.Prereq. I, 2. Jr., Sr. I.
Essential features of accounting for manufacturing concerns with particular
reference to the securing of unit costs of manufactured products; job order and
process costs. (Offered 1960-61.)
Divisim of the Social Sciences / 7 I
60. INTERMEDUTE
ECONOMIC
ANALYSIS.Prereq. 15, 16. Jr., Sr. 11. 3 Cr.
An advanced course in economic analysis, problems, and policies. (Offered 196162.)
61. PUBLICFINANCE. Prereq. I 5, 16. Jr., Sr. I.
3 Cr.
Governmental taxation, spending and ,borrowing, and the impact of governmental finance on economic activity. (Offered 1961-62.)
3 Cr.
62. CORPORATION
FINANCE. Prereq. 2. Jr., Sr. 11.
The various methods in financing of private businesses, and the means of
financing short-term, intermediate-term, and long-term asset requirements of
corporations. (Oflered 1960-61.)
63. TAXATION.
Prereq. 2. Jr., Sr. I.
3 Cr.
This course will give particular emphasis to the income tax, attempting to give
a knowledge of tax requirements, procedures and prablems as they relate to
business and individuals. ( m e r e d I 961-62.)
72. SEMINAR
IN BUSINESS
ADMINISTRATION.
Sr. 11.
3 Cr.
Coven p ~ b l e m sof special concern to business majors and serves as a capstone of
previous work. The course is designed to encourage advanced study by students
in areas of particular interest to them.
SECRETARIAL STUDIES
THESE COURSES ARE PLANNED to prepare students for stenographic and secretarial positions in business ofices, to assist in the preparation for the teaching
of business education in high schools, for parish secretarial work, and to provide
an opportunity for the development of business skills for personal use.
Graduation major: 31 credits above I , including 2, 3-4, 8, 5 1, 52, 53-54,
Business Administration I , 2, 3, 53.
Business education major: 37 credits above I, including courses listed for
graduation major plus Business Administration I 5, 16. Minor, 25 credits above
I, including 2, 3-4, 8, 51, 52, 53-54, and Business Administration I, 2, or
I 5, 16. S
i
x credits less will be required on the majors or minor, if the student
can demonstrate satisfactory achievement in course 3-4.
I.
ELEMENTARY
TYPEWRTTING.
M e r e d both semesters.
I Cr.
A course for the development of the fundamental skills of typewriting. Three
hours per week.
2.
INTERMEDIATE
TYPEWRITING.
11.
2 Cr.
Problems in typing tabulations, manuscript typing, use of carbons, addressing
envelopes, and in letter arrangements. Four hours per week.
3-4.t ELEMENTARY
SHORTHAND.I, n.
6 Cr.
Fundamentals of Simplified Gregg Shorthand Dictation and transcription. Four
hours per week.
8. OFFICE MACHINES. Prereq. 2. Offered both semesters.
2 cr.
The operation of the calculator, adding machine, mimeograph, mimeoscope,
spirit duplicator, and the transcription machine. Two hours per week.
72
/ Divisim
of
the Social Sciences
Upper Division Courses
5 1. ADVANCED
TYPEWRITING.Prereq. z or equivalent. I.
z Cr.
Further development of typewriting technique in ,business lemer arrangement,
billing, tabulating, and the typing of legd documents. Open ro students having
attained a speed of 5 0 words per minute. Four hours per week.
5 z. SECRETARIAL
PRACTICE. Prereq. z, 3-4, 11.
3 Cr.
Dictation, business letterwriting, filing, telephonhg, me of bwiness and legal
forms, personality development, writing appIication Ieerers, nad making application for a job. Mimeographing also taughr for chose who include this as a
part of the parish worker's course. Four hours per week.
53-14.? ADVANCED
SHORTHAND.Prereq. 4 or equivalent. I, 11.
4 Cr.
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
DEPARTMENT OF HOME ECONOMICS
THE OBJECTIVES OF THIS DEPARTMENT are threefold: to provide courses that
will help students to solve personal, home, and family living problems; to ofTer
training for homemaking; and to offer training for the teaching of home
economics. Graduates are qualified to teach in federally aided home economics
departments. Courses are open to all students and recommended for general
education.
Non-teaching major: 33 credits; courses are I, z, 3, 8, 39, 40, 42, 44, ~ 7 ,
66, 67, 71, 73. Also required are: Chemistry 5 or 5-6 or 5-52; Physics 3;
Economics 11; Sociology I; Biology 1-2 or 4 or 13-14,and 54; Psychology 5
and 3 additional credits in Social Science.
Non-teaching minor:
22
credits, including
I,
3 , 8, 39, 40, 42, and 44.
Teaching major: 38 credits; courses listed for non-teaching major plus 33
and 75. Also required of students preparing to teach Home Economics are
Education 91 and 92.
I. CLOTHINGSELECTION,
CAREAND REPAIR. I.
3 Cr.
Line and design in dress, wardrobe planning, clothing costs and budgets,
quality in ready made garments, textile fabrics, problems related to storing
and caring for clothing. Three single class hours per week.
2. CLOTHING
CONSTRUCTION.11.
z Cr.
Laboratory experience in making three simple garments from fabrics of dieerent
fiber content. One lecture and two double laboratory ,periods per week.
3. ART IN DAILY
LIVING. I.
3 Cr.
A study of art as it is met in the activities of everyday living. Open to all
students.
Division of tbe Social Sciences / 73
8. ELEMENTSOF NV~RITION.
TI.
A study of the nutrienrs n e c e s s q for maintenance of good health
all of life starting from prcnaral needs and continuing through old
emphasis is placed on the needs of the college student. Dietaries of
bers and published recommended dietaries will be analyzed. Three
periods per week.
3 Cr.
throughout
age. Special
class memsingle class
3 3. COLORAND DESIGN. I.
3 Cr.
Principles of design and color related to selecting and arranging household furnishings. Lettering and simple poster designing. Some craft experience. Home
Economics 3 prerequisite for Home Economics majors. Three double laboratory
periods per week.
36.
CRAFTS.
11.
2
cr.
Laboratory experience in various crafts which can be done at home or at camps
with simple equipment. Two double laboratory periods per week. (Offered
1961-62.)
AND MANAGEMENT,Prereq. 8 o r #. I, II. 3, 3 Cr.
39, 40. FOODPREPARATION
Laboratory experience in food preparation, menu planning, and table service.
Study of time and money management as related to family meals; food preservation; food costs and purchasing of food. Three double laboratory ,periods per
week.
42.
MARRIAGEAND FAMILYRELATIONSHIPS.11.
3 Cr.
P, coprse applying principles of cultural living to everyday problems of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, and related subjects.
Regular lectures, talks by guest speakers, illustrated lectures, and tours.
r Cr.
44. CHLLDDEVELOPMENT. 11.
The physical, mental and social development of the young child. Observations
in local nursery schools; a two week play school is conducted at the college fbr
10 to 12 children of pre-school age. One lecture period plus one double
laboratory period per week.
Upper Division Courses
57.
T ~ x m s . I.
2
Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household and clothing textiles. Two double laboratoxy
hours a week. (Offered 1961-62.)
64. HISTORYAND APPRECIATIONOF ART. 11.
3 Cr.
A study of the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Three regular hours scheduled and field trips
arranged. (Offered 1960-61 .)
66. HOMEPLANNING AND FURNISHING. 11.
3 Cr.
This course includes a consideration of housing, an analysis of floor plans, a
study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 33 prerequisite for Home Economics Education majors. Three double laboratory periods
per week.
74 / Division of the Social Sciences
67. FAMILYHEALTH. I.
z Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problems within the family group.
71. HOMEMANAGEMENT
PROBLEMS.I.
z Cr.
Consideration of problems relating to planning, directing, guiding, and coordinating the resources of the home for happy, satisfying family living.
HOME MANAGEMENT
LABORATORY.I.
t Cr.
Actual experience in the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience
in various aspects of management met in home living such as management of
money, time, energy, and equipme-nt. Six weeks residence in a home management
house with one conference hour per week. Food costs to be determined by the
group.
73.
z Cr.
74. CONSUMEREDUCATIONAND INCOME MANAGEMENT. U.
The wise choice of consumer goods and services available on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
75. ADVANCED
CLOTHINGCONSTRUCTION. Prereq. 2. I.
z Cr.
Laboratory experience in making garments of wool. More advanced problems in
fitting and construction are used than those in Course 2. Some experience also
given in planning and constructing garments for children. Two three-hour
laboratory periods per week. (Offered 1960-61.)
Many practical demonstrations are carried
out in the home econ o m i c s department.
T h e help studem in
their personal develop
ment, prepare them for
the responsibilities of
home-making and give
training for a professional career.
Division of Natural Sciences
and Mathematics
MR. NASH, Chairman
ITLS THE PURPOSE of this division to provide training In methods and techniques of natural science and mathematics; to inrerpret Natural Science in the
light of the Word of
to acquaint rhe student with the significance of
science and rnathem~dccin 2 modern, changing world; ro emphasize a sound
mind and a strong b d y : ra train for vocations ia ~ a r i o ufields; and to equip
the student with r scientific bsckgmund which will enrich his life and the
liws of his felbw men.
a;
DEPARTMENT OF BIOLOGY
THE AIM OF ~ I I SDEPARTMENT
is to give the student a broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 28 credits, including courses 13-14, 25-26, and at least 3 Upper
Division courses not including 60. Also required are 8 credits in Chemistrp.
Minor for high school teaching, 20 credits, including courses 13-14, 25-26,
and at least one Upper Division course not including 60.
'
I-2.i
GENERALBIOLOGY. Fr. I, 11.
6 Cr.
A study of the broad principles of biology to meet the needs of non-science
majors. Two lectures and one double laboratory period per week.
3. HUMANANATOMY
AND PHYSIOLOGY.
Fr. I.
4 Cr.
A professional course in human anatomy and physiology with special emphasis
on structure. For student nurses. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 4 will not receive credit for
Biol. 3.
HUMANANATOMY
AND PHYSIOLOGY.
Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3 will not receive credit for Biol. 4.
4.
7. GENERALBAC~ERIOLOGY.
I.
3 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
diseases. Laboratory techniques. Designed especially for student nurses. TWO
lectures and two double laboratory periods per week.
I 3-14.?
GENERALZOOLOGY. Fr. I, 11.
8 cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adalptation, and- reproduction of type animals. Biological principles
are emphasized Two lectures and two double laboratory periods per week.
76 / Division of Natural Sciences and Mathematics
25-16.? GENERALBOTANY. So., Jr. I, 11.
8 Cr.
A study of the morphology and physiology of higher plants, followed by a
survey of rhe plant kingdom. Emphasis is also placed o n botanical principles.
Flowering plants are idenrified in the spring. Three lectures and two single
laboratory periodr per week.
Upper Division Courses
5 I. GENETICS. Prereq. 13-14, or 25-26. So., Jr. I.
4 cr.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lectures per week.
(Offered 1961-62.)
52. ECOLOGY.Prereq. 13-14 or 25-26. So., Jr. II.
4 Cr.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Offered 1961-62.)
53. GENERALENTOMOLOGY.Prereq. 13-14. Sr. I.
3 Cr.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offered
1960-61.)
Prereq. Chem. 6. 11.
4 Cr.
54. GENERALBACTERIOLOGY.
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modern laboratory techniques. Two
lectures and two double 1aboratory.periods per week.
cr-
PLANTS. Prereq. 25-26. Sr. 11.
3
56. TAXONOMYOF FLOWERING
Taxonomy af flowering plants. Special emphasis is placed on systematic principles, systems of classification, rules of nomenclature, etc. Two lectures and
one double laboratory period per week. (Offered 1960-61.)
58. COMPARATIVE
ANATOMYOF VERTEBRATES.Prereq. 13-14. TI.
4 Cr.
A camparative study dealing with the taxonomy, morphology, and evolution
of the larger vertebrate phyla. Two lectures and two double laboratory periods
per week. (Offered 1961-62.)
60. BIOLOGYSEMINAR. Sr. 11.
A review of biological techniques. (Offered 1960-61.)
DEPARTMENT OF CHEMISTRY
IT IS
THE PURPOSE of this department to give students an understanding and an
appreciation of the nature of matter and the ways by which this has been
elucidated. The curriculum in chemistry provides an opportunity to examine
the chemical aspect of the structure, the power, and beauty of one of the great
intellectual accomplishments of man-modern science, and it provides dramatic
examples of effective ways to handle certain types of problems.
Division of hTatural Sciences and Mathematics / 77
Courses in chemistry are offered not only as part of a liberal arts education,
but also to prepare for: ( I ) high school teaching, ( 2 ) the study of medicine,
dentistry, ~ h a r m a c ~medical
,
technology, nursing, and allied professions, ( 3 )
-graduate study, and (4) the chemical profession.
Major: 24 credits. Minor: 16 credits. Also strongly recommended are: Physics
J , 6; Mathematics 13, 14. Course 3 does not count toward the major or minor.
Recommended for pre-medical students: I J , 16, 53, 54, 61, 78; for pre-dental
students and majors in medical technology: J , 6, 32, 61; for graduate study:
I 5 , 16, and all courses above 50.
Majors will participate in informal, bi-weekly seminars during the junior and
senior years.
See under Curriculums for a course of study to meet recommendations of
the American Chemical Society.
3 Cr.
3. ELEMENTARY
CHEMISTRY.Fr. I. Prereq. H. S. Chem. or #.
Study of inorganic, organic, physiological, and pathological chemistry. Designed
especially to meet the needs of the Schools of Nursing of Lutheran Deaconess,
Swedish, and Fairview Hospitals. Two lectures and two hours of laboratory per
week.
INTRODUCTORY
CHEMISTRY
AND QUALITATIVE
ANALYSIS.Fr. I, 11.
4, 4 Cr.
For pre-dental, home economics, elementary education, medical technologists,
and other students not majoring in chemistry. Laws and theories of chemistry
and of non-metals and metals and their compounds. Organic chemistry is considered. Systematic semimicro qualitative analysis of cations is the main laboratory work the second semester. Three lectures and four hours of laboratory
per week.
5, 6.
AND QUALITATIVE
CHEMISTRY. Fr. I,
17, 16. INORGANIC
TI.
4. 4
(3.
For majors in chemistry, including pre-medical students; others by permission
of instructor. An intensive course. First semester devoted to fundamental principles and second to inorganic chemistry and qualitative analysis. Three lectures
and four hours of laboratory per week. Prereq.: High school chemistry, elementary algebra, and geometry.
32.
ELEMENTARY
ORGANIC
CHEMISTRY.Prereq. 5 or 15. So. 11.
4 Cr.
Designed for pre-dental students, medical technologists, and home economics
students. Aliphatic and aromatic compounds with frequent reference to biochemistry. Three lectures and four hours of laboratory per week.
Upper Division Courses
5 3. 54.
ORGANICCHEMISTRY.Prereq.
I 6.
So. I,
TI.
4. 4 Cr-
The important classes of aliphatic and aromatic compounds. Cbrrelations based
on elementary molecular orbital theory and modern concepts of reaction mechanisms. Laboratory work is study of technique and the preparation and study
of typical organic compounds. Three lectures and four hours of laboratory per
week.
78 / Division of h7atural Sciences and Matkmatics
61. QUANTITATIVE
ANALYTICAL
CHEMISTRY.Prereq. 6 or 16. Jr. I.
4 Cr.
Gravimetric and volumetric analysis. Ionic equilibria with many problems to
solve. Some contact with instrumental analysis. Two lectures and six hours of
laboratory per week.
72. ADVANCED
ORGANICAND QUALITATIVE
CHEMISTRY.Prereq. 54. Jr. 11.
4 Cr.
Lectures stress mechanism of organic reactions. Laboratory is qualitative analysis
of organic compounds and mixtures. The ultraviolet and infrared spec,trophotometers are utilized. Two lectures and six hours of laboratory per week.
O NPHYSICALCHEMIS~RY.Prereq. 54 and Math 14. Jr.
78. I N T R ~ D U C ~TO
11.
4 Cr.
For premedical students. Thermodynamics, thermochernistry, equilibrium, soluticns, electrochemistry, kinetics, colloids, states of matter, gas laws, and atomic
structure. Three lectures, one recitation, and three hours of laboratory per week.
82, 83. PHYSICAL
CHEMISTRY.Prereq. 54 and Math 52. Jr. 11, Sr. I. 3, 3 Cr.
For prospective graduate students and industrial chemists. Atomic structure,
states of matter, gas laws, thermodynamics, thermochemistry, equilibrium,
solutions, phase rule, electrochemistry, kinetics, and colloids. Three lectures per
week.
84, 85. PHYSICAL
CHEMISTRY
LABORATORY.
Jr. II, Sr. I.
I, I Cr.
Laboratory course to accompany Chemistry 82, 83. Four hours per week.
86. ADVANCED
PHYSICAL
CHEMISTRY.Prereq. 83. Sr. II.
3 cr.
Topics introducing statistical thermodynamics, introductory quantum chemistry,
and theories of chemical binding. Three lectures per week.
85 . INSTRUMENTAL
TECHNIQUES.
Prereq. 61 and 83. Sr. 11.
I Cr.
A laboratory course, usually taken with Chem. 86. Instrumental analysis
utilizing optical and electrochemical methods of measurement. Four hours of
laboratory per week.
ADVANCED
INORGANIC
CHEMISTRY.Prereq. 78 or 82. Sr. 11.
4 Cr.
Review of atomic structure. Nuclear chemistry, the ~eriodictable, h~drides,
and coordination chemistry. Preparations of inorganic compounds utilizing hottube reactions, air free systems, and similar techniques. Three lectures and four
hours of laboratory per week.
90.
93, 94, 9 5 , 96. CHEMISTRYSEMINARS.Jr., Sr. I, 11.
o Cr.
During the junior and senior years all chemistry majors will participate in these
informal bi-weekly seminars to discuess topics of general interest.
97, 98. CHEMISTRY
RESEARCH. Sr. I, 11.
Cr. Arr.
During the senior year each chemistry major preparing for graduate study in
chemistry, will participate in independent research in cooperation with a staff
member.
Division of ATlotarpl Sciences and Mathem~tics/ 79
DEPARTMENT OF PHYSICS
RECEXT DEYELCIPME~-TS in rhe field of phgsics make it imperafive dut excelleut
training be provided for those who intend to continue their smdies in gradlute
schml or who inturd ro p u m r a career in the teaching of physics. Ir is the
zim of this department ro assure the needed training far both of these groups
and m provide cht nun-science major with sugcient bckgrouud to make i t
possible for him to foIIow, with some degrec of comprehension, rht dmtloprnents in the geld of science zs they come to him from the medium of &su'entXc publica&ns.
Major: 27 credits including courses 5 3 , 5 4 .
Minor: I 6 credits.
Courses 2 and 3 do not apply toward the major or minor.
2.
D a s c m - r t v ~-~ST~ONOMY*FI, XI.
3 Cr.
A study of our galaxy with parriculnr ernphasi on the origin of our wfar
q r c m and the dkcribution and composition of the plancts aud srarr The location of wme of rhc more prominent consrcllarions and the use of the telesurpe
znd specrrmrope will h scudied. J h r c e lcceures pcr week. P e d i c evening
meetings ra observe the sky.
3. PRINCWLW
OF PHYSICS.Prereq. elementary algebra. Fr. I.
3 Cr.
A lecrure, demonstration-labratory course in the principles of physics including
mechanics, fluids, h a t , illecrriciry, magnetism, light and sound. Thii course is
intended for studma in home economics and c l e m e n t a ~education, and others
who Gsh some hasic information in rhc field of physics. T h e e lectures, one
mo-hour hboratory. Students with high school physics m a y nor: receive credit
for Physics 3 except hi). permission of r n m c w r .
GENERAL
PHYSICS. Prereq. Math I 3 or concurrent registration in Math I 3.
Fr., So. I.
4 fi.
A general course in mechanics, sound, and heat. Three lectures, one quiz, and
one two-hour laboratory period per week.
5.
6. GENERALPHYSICS. Prereq. 5. Fr., So. 11.
4 cr.
This course is a continuation of Phys. 5 and covers electricity, magnetism, and
light. Three lectures, one quiz, and one two-hour laboratory period per week.
Upper Division Courses
INTRODUCTION
TO ATOMICAND NUCLEAR
PHYSICS. Prereq. 6, and Math.
3 Cr.
5 I or concurrent registration in Math. 5 I. So., Jr. 11.
The hydrogen atom, optical and X-ray spectra determination of "e" and "e8'/m,
radioactivity, disintegration of nuclei, nuclear fission. Three hours lecture per
week.
52.
ELECTRICITY
AND MAGNETISM.Prereq. 6, and Math. 5 I or concurrent
3 Cr.
registration in Math. 5 I . So., Jr. I.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuiu, electrical
instruments. Three hours lecture per week.
53.
So /Division of Natural Sciences and Mathematics
E L E C T R I C AND
I ~ MAGNETISM.Prereq. 53 and Math. 5 2 or concurrent
registration in Math jz. So., Jr. 11.
3 Cr.
Continuation of Physics 53, including also electronics and field theory.
54.
OPTICS. Prereq. 6 and Math. 51 or concurrent registration in Math. 51
Jr. I.
3 Cr.
Geometrical and physical optics dealing with topics such as reflection and refractior. by both plane and spherical surfaces, less aberrations, interference,
diffraction, polarized light. (Offered 1960-61.)
57.
61, 62. MECHANICS.Prereq. 6 and Math. 51. Jr. I, 11.
3, 3 Cr.
Introduction to vector algebra and vector analysis, forces, motion of a particle,
motion of a rigid body, work, kinetic energy, vibrations in one dimension,
motion in a conservative field.
63. 64. ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in
an upper division physics course. Jr., Sr. I, 11.
I , I Cr.
Experiments will be penformed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
Prereq. 6, and Math. 51 or concurrent
HEAT AND THERMODYNAMICS.
registration in Math. 5 I. Jr., Sr. I.
3 Cr.
A study of temperature, heat, expansion, change of state, ideal gases, first and
second laws of thermodynamics, h e ~ tengines. (Offered in 1961-62.)
71.
3 Cr.
72. MATHEMATICAL.PHYSICS.
Prereq. 6, and Math. 5 I . Sr. II.
Discussion of the equations of mathematical physics with applications to various
fields such as mechanics, thermodynamics, heat flow, electricity and magnetism,
optics. (Offered 1961-62.)
.
73, 74. ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in
I , I Cr.
an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week.
Combined Science Major f o r Teaching: 46 credits, including Chemistry y, 6,
(or 15, 16) 32, 61; Biology 13-14 and 25-26; Physics 5, 6, and 6 credits in
Upper Division courses.
DEPARTMENT OF MATHEMATICS
THE DEPARTMENT OF MATHEMATICS aims to give students a working knowledge
of mathematics sufficient for solving the simpler problems of life, also to
afford students in special fields the mathematical foundation needed for a fuller
understanding of their subjects. I t aims to open to those who major in the
subject a wider horizon with experience that will make them ef3icient workers
in their chosen fields and also give them confidence to pursue further study.
Major, 26 credits; minor, 20 credits.
Courses I, 2, 5 and 6 do not count toward the major or minor in mathematics, but I and 2 must be completed as prerequisites to other courses.
Division of Natural Sciences and Mathematics / 81
I.
SECONDCOURSEALGEBRA.Prereq. elem. algebra. Fr. I.
o Cr.
Fundamentals of algebra continued and proper foundation laid for more advanced work in mathematics. Four hours per week. For students who did not
have higher algebra in high school.
2.
SOLIDGEOMETRY.Prereq. plane geometry. Fr. 11.
o Cr.
Geometry applied to solids and planes. Area and volume formulas developed.
Spherical triangles and polygons introduced. Four hours per week.
5. ENGINEERING
DRAWING.Prereq. 2 or equivalent. I.
3 Cr.
Elements of drafting with .an introduction to the use of graphs and formulas.
Eight hours a week.
6. ENGINEERING
DRAWING
AND DESCRIPTIVE
GEOMETRY.Prereq. 5. TI. 3 Cr.
Methods of representation. Graphical and alrtebraic solutions. Eight hours a
week.
TO MATHEMATICAL
ANALYSIS.Prereq. higher algebra
3, I 4. INTRODUCTION
or equivalent. Fr., So. I, 11.
5, 5 Cr.
This is an integrated course including college algebra, trigonometry and plane
analytical geometry.
I
Upper Division Courses
ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.Prereq. I 3,
14. So., Jr. I, 11.
5. 5 Cr.
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made.
5 I , y 2.
53. SOLIDANALYTICAL
GEOMETRY.Prereq. 14. Sr. I.
3 Cr.
Lines and planes in space are studied and their equations developed. Quadratic
surfaces and transformation are given their proper emphasis.
51.
THEORYOF EQUATIONS.Prereq. Math. y I. Sr. 11.
3 Cr.
This course inc1,udes the study of complex numbers, determinants and other
topics that aid in the solution of equations af higher degree.
6 I , 62. ADVANCED
CALCULUS.Prereq. 52. Jr., Sr. I , TI.
3. 3 Cr.
Operations with infinite series, derivatives, integrals, partial differentiation, implicit functions, line integrals, vector analysis, and complex variables. Emphasis
is placed on applications to physics and engineering problems.
DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION
THE AIM OF THE DEPARTMENT of Health and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further ,the worthy use of
leisure time, and to ~rovide an effective training program for prospective
teachers of health and physical education.
e s /Division of Nat~iralSciences and Mathematics
All students are required .to take a physical examination by the college
physician as a part of the registration procedure before participating in any
phase of the ~hysicaleducation program.
One year of physical activities, course 3 and 4, is required of all students.
Major for men: 3 2 credits, including courses 2, 3, 4, 5 , 6, 8, 11, 12, 23, 51,
57, 58, 73, 74 and 84. Biology 4 also required.
Major for women: 29 credits, including courses 2, 3, 4, 5, 6, 8, 13, 14, 17,
18, 23, 57, 58, 73, 74, and 84. Biology 4 also required.
Minor, r r credits, including courses 2, 3, 4, 5 , 6, 8, 11, 12, 51, 73, 74 for
men; 2, 3, 4, 5, 6, 8, 13,14, 17,1 8 , 73, 74 for women.
PERSONAL
A N D COMMUNITY
HEALTH. Fr. Offered ,both semesters. 2 Cr.
A study of modern concepts and practices of health and healthful living applied
to the individual and the community.
2.
3, 4. PHYSICAL
ACTIVITIES. (Men). Fr., So. I, 11.
Two hours per week.
3, 4. PHYSICAL
ACTNITIES. (Women). Fr. I, 11.
Two hours per week.
%, % Cr.
5. INTRODUCTION
TO
HEALTH EDUCATION,PHYSICALEDUCATION,AND
R E C R E A ~ O NFr.
. I.
2 Cr.
A brief preview of the three present day interrelated fields of health education,
pbysical education, and recreation.
I Cr.
6. RECREATIONAL
ACTIVITIES. Fr. 11.
Theory and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. Two hours per week.
8. FIRSTAID. Fr., So. 11.
American Red Cross First Aid Course.
I
Cr.
I I.
TEAM
SPORTSAND LEAD-UPGAMES. (Men). So.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
and volleyball. Team games: Touch football, softball, speedball, soccer, and
volleyball. Three hours per week. (Offered I1 Sem. 1960-61; I Sem. 1961-62.)
I 2.
INDIVIDUAL
AND DUAI. SPORTS. (Men). So. 11.
2 Cr.
Theory and practice in teaching badminton, shuffleboard, handball, aerial darts,
table tennis, horseshoes, tennis, archery, golf, and bowling. Three hours per week.
2 , 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN. So.
Theory and ~racticein zhe coaching and of6ciating of field hockey, soccer,
baske~ball, volleyball, and softball. Three hours per week. (Offered I1 Sern.
1960-61; I and I1 Sem. 1961-62.)
2 Cr.
17. SELF-TESTING
ACTIVITIES. (Women). So.
Theory and technique of teaching stunts and tumbling. Body mechanics. Three
hours per week. (Offered 11 Sem. 1960-61; I Sem. 1961-62.)
Divisia of Natural Sciences and Mathemtics
/ 83
\
I 8.
INDIVIDUAL
AND DUALSPORTS. (Women). So. 11.
z Cr.
Theory and practice in teaching skating, skiing, ,badminton, table tennis, s h d e board, archery, tennis, golf, and bowling. Three hours per week. (Offered
I y 60-.6 I.)
23. RHYTHMS. So. I.
Simple rhythmic games, folk and square dancing.
z Cr.
z Cr.
29. OFFICIATING. (Men). So. I.
Instruction and application of technique and rules of 05iciating in football,
hockey, basketball, baseball, and track.
Upper Division Courses
5 1. SELF-TESTING
ACTIVITIES. (Men). Jr.
z Cr.
Theory and practice in teaching individual and dual stunts, apparatus, tumbling,
boxing, and wrestling. Three hours per week. (Offered II Sem. 1960-61; I Sem.
1961-61.)
57. KINESIOLOGY.Prereq. Biology 4. So. I.
2 Cr.
This is a study of body movements and the mechanics in the effecting of
escient movements.
5 8.
PHYSICAL
EXAMINATIONS
AND ADAPTED
PHYSICALEDUCATION. Prereq.
Biol. 4, and P.E. 57. Jr. 11.
z Cr.
Procedures and interpretation of physical examinations. Analysis of functional
and organic a~bnormalities and suggested adapted activi,ties for atypical cases.
I Cr.
66. INSTRUCTOR'S
COURSEIN FIRSTAID. Prereq. 8. Jr. 11.
Methods and materials in teaching the American Red Cross First Aid Course.
PRINCIPLESAND CURRICULUM
OF HEALTH EDUCATION
AND PHYSICAL
EDUCATION.Prereq. 5 . Sr. I.
j Cr.
Aims, scope and objectives of health and physical education. Analysis and
evaluation of the elementary and secondary school health education and physical
education curriculum.
73.
ORGANIZATIONAND ADMINISTRATIONO F HEALTH EDUCATIONAN D
PHYSICALEDUCATION.Prereq. 5 . Sr. 11.
3 Cr.
Problems of organization, administration, and supervision of health education
and physical education.
74.
8 I. COACHINGOF SPORTS:FOOTBALI.AND BASKETBALL.Sr. I.
2 Cr.
Theory and techniques of coaching. Seniors only, or approval of instructor.
82. COACHINGOF SPORTS: BASEBALL
AND TRACK.Sr. II.
z Cr.
Theory and techniques c*f coaching. Seniors only, or approval of instructor.
84. TESTSAND MEASUREMENTS
IN PHYSICAL
EDUCATION.Sr. 11.
I Cr.
A survey and evaluation of tests in physical education. (Offered 1961-62.)
86. COMMUNITY
RECREATION.Jr., Sr. 11
z Cr.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work. (Offered 1960-61.)
Curriculums
The following courses of study are outlined as guides for the student
and his adviser in planning a program in accordance with his major
field of study and vocational objective.
GENERAL LIBERAL ARTS
THE COURSE OF STUDY given below suggests a sequence which may be
followed to include the required general education courses. For electives, students should take care to include all courses required for the
major field of study. Requirements for the major are listed under
departmental headings.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
Religion L, Z
.2
2
English 1, 2 ............... . 3
3,
3
History or Sacfalogy
.3
Foreign Lanwage ......... . 4
4
Natural Science
..3 or 4
3 or 4
Physical Education 3. 4 .... M
M
.............
......
.......
JUNIOR
SOPHOMORE
I Sem, I1 Sem.
Cr.
Religion 3, 4 ............... .Z
Foreign Language ......... -3
Social Science
.3
Natural Science
Electives ................... .P
.............
............-
Cr.
2
3
SENIOR
ISem. I1 Sem.
Cr.
Cr.
Religion .................... .3
3
Speech
2
Social Science or History . 3
Electives ................... 10
12
-
I Sem. I1 Sem.
Cr.
Fine Arts .................. . 3
Literature or Philosophy
.Electives .................. .14
..
Cr.
3
14
THE CHRISTIAN MINISTRY
COMPLETIONOF
THE PRE-SEMINARY curriculum qualifies the student for
admission into the three-year course in the Theological Seminary, which
prepares students for the Christian ministry as pastors or missionaries.
The following program gives the approximate pre-seminary course. It
does not specify a major or a minor. The student should seek the
counsel of the Seminary adviser as early as possible since the major
selected by the student may affect the choice of courses even in the
Freshman year.
The Seminary adviser for candidates for Augsburg Seminary is Mr.
Sonnack; for candidates for other Seminaries, Mr. Helland.
FRESHMAN
I Sem. I1 Sem.
Cr.
.2
Basic Bible ................
Freshman English ......... . 3
Foreign Language ........ . 4
Western Civilization ...... . 3
Physical Education ........ $4
Natural Science ........... . 3
Electives .................... 2
Cr.
2
3
4
3
95
3
2
SOPHOMORE
I Sem. I1 Sem.
e.
Religion .................... Z
Fine Arts ...................Natural Science ........... ,Psychology ................. . 3
Foreign Language ......... 3
Typewriting ............... .1
New Testament Greek ... - 3
Electives ....................3
Cr.
2
3
3
Curriculums / 8 5
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
3
.3
3
2
.....
.....................
N e w Testament Greek
Speech
History ..................... 3
Sociology or Economics or
Political Science ........ - 3
Electives ................... .5
SENIOR
I Sem. II Sem.
Cr.
Cr.
Religion ................... .2
Y o u t h W o r k in t h e Church2
Philosophy ................ . 3
English Literature ........ . 3
Electives .................... 8
The foreign language requirement includes 14 semester credits in
Greek, and 14 semester credits in Latin, German, or Norwegian.
PARISH AND MISSIONARY WORKERS
THE PURPOSE
OF T H ~ SCOURSE is to train men and women for effective
service in the Church at home or abroad; that is. a teachers m vacation, week-day, and Srmday schools, as youth leaders, and as parish
workers. The course is so arraned that the student will, upon its
satisfactory conclusion, receive the A.B. degree and a h a certzcate
indicating that he o r she is a qualified parish worker,
Students interested in becoming parish workers should consult with
the chairman of the department of religion.
The suggested whedule provides for a minor in Religion and makes
it p o ~ i b l eto plan for a major in History. English: Philosophp, or
Sociology. It i s also possible to plan for a major in Religion with a
minor in some other field. The courses essential for the securing of the
Parish Worker's Ce~ificateare italicized in the outline below.
FRESHlYIAN
SOPHOMORE
I Sem.
.
................ .Z
Basic Bible
Fi-eshrnan English
.3
Natural Science ........--.-3
Typewriting ............... .I
Physical Activities
'5
Foreign Language ......... . 4
Sociology 1, 2 .............. . 3
.........
.........
I1 Sem.
Cr.
2
3
3
2
'h
4
3
I Sem. I1 Sem.
Cr.
Cr.
2
Chzrrch History
.-2
Speech 11 ................ ..2
3
Speech 12 ..................3
Foreign Language
.3
General Psychology
.3
3
Fine Arts ...................1
First Aid ..............-....
Natural Science ........... .3
2
Speech 16 ................. .Electives ....................
3
3
...........
.........
.......
-
SENIOR
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
2
T h e Missionary Enterprise .
Principles of Christian
Education ................ .2
2
T h e Christian Churches
T h e Lutheran Church ..... .%
Social Psychology or Urban
Sociology ................ .3
Acting
3
Crafts
2
Elementary Shorthand .... .3
3
Recreational Activities .....
1
Electives .................. .6
4
.-
...-
-
I Sem. II Sem.
Cr.
Cr.
2
Parish W o r k ............... .Y o x t h W o r k i n t h e Church 2
Educational Psychology ... .3
H y m n s and Music o f t h e
Church .................. .2
Journalistic Writing .. .: ...
2
Literature or Philosophy .. .3
Fields o f Social W o r k ...... . 3
Secretarial Practice .........3
Electives .................. .8
6
-
HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a certificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Except with special majors such
as music, home economics, combined natural science, students should
usually prepare for competency in at least two subject-matter fields
in which high schools offer work. Areas in which they may obtain
teaching majors or minors include English, speech, music, history,
social science, business education, home economics, biology, physics,
chemistry, natural science, mathematics, and physical education. Minors
are also offered in German, Scandinavian language and literature,
French, Spanish, art, political science, and library science.
FRESHMAN
I Sem. II Sem.
Cr.
.2
Religion 1, 2 .............
English 1, 2 .............. . 3
History or Sociology ..... 3
Foreign Language
.4
'Natural Science ....... . 3 or 4
Health ................... .Physical Education 3, 4 . . '$
.......
.JUNIOR
Cr.
2
3
3
4
3 or 4
2
%
SOPHOMORE
I Sem. II Sem.
Cr.
Religion 3, 4 ............. .2
Foreign Language
.3
Psychology
.Natural Science ........ . 3 or 4
Fine Arts ................ .Electives in Major or
Minor . . . . . . . . . . . . . . . . . . . . .
.......
...............
Cr.
2
3
3
-
3
6
SENIOR
I Sem. I1 Sem.
Cr.
3
Religion ...................
Education 71. 72 .......... .3
Education 73. 74
-1
Speech ....................
Electives in Major
or Minor ................ 10
........
-
Cr.
3
3
1
I Sem. II Sem.
Cr.
Cr.
3
Education 76 ..............
Education 78 ..............
3
Special Methods ......... .4
Education 97 ............. .4-5
Literature or Philosophy . .
3
Electives in Major or
Minor ..................... 7
--
-
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years, may be allowed certain modifications in the general education
requirements. They are required to complete courses in general psychology, 3 credits, and health, 2 credits. On the recommendation of
their registration adviser and the approval of the Committee on Admissions and Student Standing, they may secure exemption from one or
more of the following, not to exceed a total of 9 credits: Freshman
English, 3 credits; literature or philosophy, 3 credits; speech, 2 credits;
fine arts. 2 credits: natural science. 3 credits: social science. 3 credits:
foreign iianPage, 6 credits. (At Ieast one yea; of foreign lambage must
be taken in college, unless rhe student completed four pears of a language in high school) To be valid, approval of exemption mast be
f i l ~ din the Registrar's a5ce prior to registration for the j d o r year.
ELEMENTARY EDUCATION
Students planning for elementary school teaching are required to
complete the following curriculum. Except where a choice is indicated,
substitutions can be made only upon the approval of the Director of
Elementary Education. As with other students, certain exemptions are
possible. Since the optional subjects and free electives are so limited, the
program must be followed carefully from the first year. The major in
this program is Elementary Education; each student is required to take
a minor in at least one of the subject matter fields taught in the elementary schools. Variations in the requirements of the minor from
those described by the department may be permitted subject to special
departmental appreval.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
Religion .................... 2
2
3
Freshman English ......... .3
Western Civilization
.3
3
Modern Foreign Language 4
4
Physical Science ....... .3 or 4
3 or 4
(Selected from Physics 3,
Astronomy, Chemistry 5,
6. 32)
Physical Activities ........ Yi
'h
......
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion ...................
.2
Literature .................. 3
Child Psychology .......... .2
Art (Basic Design) ....... .Introd. to Music ....., .. ,..
Methods & Materials of the
c&I
~ l e m e n t a -~SchoGl
r~
culum (Music, Science &
Health. Art, Mathematics.
Physical Education) ... .3
Observation of Teaching . .I
Electives
.6
-
..................
2
SOPHOMORE
ISm.
Cr.
Sem.
Cr.
-
3
2
Religion ................... .2
General Biology ...........9
Speech .....................
General Psychology ....... . 3
Geography .................
U. S. History .............. .3
Modem Foreign Language ..3
Health .................... . 2
.-
SENIOR
'
a
3
3
3
I Sem. I1 Sem.
Cr.
.2
Religion ...................
Observation of Teaching . I
Teaching of Reading ...... .3
Seminar in Teaching .......
Directed Teachine .........
Children's ite era cure .......3
Methods & Materials of the
Elementary School Curriculum (Social Studies &
Language Arts) ......... . 3
Government ............... . 3
Electives ....................2
Cr.
.
-
VOCATIONS IN HOME ECONOMICS
Work in the Department of Home Economics is intended to equip
students for the teaching of home economics in high school, to prepare
them for homemaking, and to give them the first two years of the
training required for such vocations as dietetics, institution management, home economics and journalism, and home economics in business.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work. A cur~riculumfor a home economics
education major Is given below. A graduate who completes this curriculum qualifies for certification by the Minnesota State Board for Vocational Education to teach in federally-aided secondary school home
economics departments (Smith-Hughes). Courses in italics are not
required for a general home economics major.
88
/ Curriculums
FRESHMAN
..
.............. 2
I Sem
Cr
Religion 1. 2
Physical Education ........ J'2
English ..................... 3
Sociology ................... 3
Biology 1-2. or 4 or
13-14'
I1 Sem.
Cr
2
.
Yz
3
.
Religion 3 4 ...............
Psychology
Foreign Language
Physics .....................
Chemistry 5 or 5. 6. or
I Sem . I1 Sem.
Cr .
Cr
2
2
3
4
4
3
.
..................
..........
5. 32 ..................... 4
..................
0 4
........
........................-
Marriage & Family RelationsChild Development ..........
Food Preparation & Management ..................... 3
Art in Daily Living
3
Nutrition
Clothing Selection ......... 3
Clothing Construction
JUNIOR
SOPHOMORE
.
I Sem
Cr .
Religion ................... .Foreign Language ......... 3
Speech
S
Economics ............. ,
Color and Design .......... - 3
Home Planning & Furnishing ........................
Family Health ............. 2
Textiles ..................... Z
Educational Psychology ....3
Teaching i n Sec. Schools .
Group Activity ............ .I
....
IISem .
Cr .
2
3
2
-
-
3
--
.-
-
3
1
SENIOR
..
.................... 2
I Sem
Cr
Religion
Literature
Bacteriology ............... Special Methods ........... 2
Student Teaching ........ 4 or 9
Principles of Guidance .... .Issties in Contemp. Ed ..... .Home Management Problems2
Home Management Lab .....2
Advanced Clothing Construction ................. 2
..
I1 Sem
Cr
2
3
4
2
3
3
Students preparing for secondary school teaching whose programs
prevent the completion of the full requirements in the regular four
years. may be allowed certain modifications in the general education
requirements .
CHEMISTRY
The following couise of study meets the requirements for the
Bachelor of Arts degree at Augsburg College and is recommended for
students who plan to do graduate study in Chemistry .
Students who satisfactorily complete this curriculum are exempt
from the graduation requirement of a course in the biological sciences
and the second year of a foreign language .
FRESHMAN
..
.
I Sem. II Sem
Cr
Cr
.
Chemistry 15 16 ........... 4
Mathematics 13 14 ........ 5
Religion 1. 2 ................ 2
English 1. 2 ................ 3
History or Sociology
3
Physical Education 3 4 .... %
.........
4
5
.
2
3
3
I/,
JUNIOR
I Sem. I1 Sem.
Ct.
Cr
4
Chemistry 61 72 .......... 4
. ...............
Chemistry 82
Chemistry 84 ................
Chemistry 93
11
German 1-2 ................ 4
Mathematics 61
.a
Physics ......................
Religion .....................
Fine Arts .................. 3
..............
...........
.
SOPHOMORE
I Sem. IISem .
Cr .
Cr
............ 4
4
5
4
2
2
4
..-
SENIOR
.
........5
Chemistry 53. 54
Mathematics 51. 52
Physics 5. 6 ................
Religion 3. 4 ..............
Speech .....................
Literature or Philosophy
2
3
.
I Sem. I1 Sem
.
.
Pr
Chemistry 83 88 ............ 3
~ h e m i s t G 85. 86 .......... 1
Chemistry 90
Chemistry 97. 98 . . . . . . . A m .
Chemistrv 95 . 96 ............ O
................... 2
Religion
French 1-2 ................. 4
Physics ..................... 4
................
.
..
Cr
1
3
4
Arr .
0
2
4
.
*Recommended for students planning to do graduate work in nutrition. foqds
textiles or equipment as well as for any who plan to transfer to institutions offerlng
special training in dietetics .
Curriculums / 89
BUSINESS
The program in business administration is intended for students who
are planning to work in the fields of business and industry. In addition
to giving preparation for a business vocation the following suggested
course of study leads to the Bachelor of Arts degree.
FRESHMAN
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Religion ................... .2
Freshman English .......... 3
Foreign Language ........ . 4
History or Sociology
.3
Introduction to Business .. 3
Physical Education ........ %
Natural Science ........... .-
2
3
Religion
Foreign
Principles of Economics ....3
Principles of Accounting . 3
Introduction to Statistics . .Natural Science ........... . 3
Speech ................... - 2
Sent.
Cr.
2
3
.
......
JUNIOR
ISem. IISem.
Cr.
Cr.
Religion ................... . 3
Literature or Philosophy .. .3
Psychology .................
3
Business Law ............ . 3
Public Finance or Money
and Banking ........... . 3
Corporation Finance or Marketing ...................
3
Electives .........,......... 7
7
-
-
-
I Sem.
Cr.
.................... 2
Language ........ . 3
-
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion
3
Fine Arts ............... .2 or 3
Taxation or Cost Accounting ....................... 3
Industrial Management or
Labor-Management Rela3
tions ..................... Seminar in Bus. Adrnin. ....
3
Electives ................10 or 11
7
-
-
Recommended elective fields: Psychology, Sociology, Political Science,
History, Speech, English, College Algebra.
LAW
Most law schools require, for admission, at least three years of prelegal education at the college level. No particular course of study is
required, but the student should select a broad program including
courses in language, social science, and philosophy. A suggested twoyear curriculum for students planning to transfer to Valparaiso University is given below:
FRESHMAN
I Sem. IISem.
Cr.
Cr.
Religion 1, 2 .............. . 2
2
English 1, 2 ............... . 3
3
Foreign Language ........ .4
4
History 1, 2 ............... . 3
3
Natural Science ........... .4
4
Physical Education 3, 4 ....H
%
SOPHOMORE
I Sem. I1 Sem.
Cr,
Cr.
Religion 3. 4 .............. . 2
2
English Literature
.J
3
Foreign Language
.B
3
Health ..................... . 2
Logic ..................... . 3
Social Science ............ .3
3
Natural Science ........... . 4
4
........
........
SOCIAL WORK
A rapid expansion of the field of social work during the past twenty
years has created an acute need for trained social workers. Positions
are available in public agencies on federal, state, county, and municipal
levels; in private agencies sponsored by churches or other community
90
/ Curriculums
organizations; in group work, case work, or community organization.
In response to this need, Augsburg College has developed a curriculum designed to do two things: ( a ) equip graduates for immediate
employment in social work positions that do not require post-graduate
training, and ( b ) prepare students for further study in graduate schools
oE social work.
Augsburg College is an active member of the Minnesota Conference
on Social Work Education. During recent years graduates of Augsburg
have secured positions in both public and private welfare, in probation
work, child welfare, group work, and case work.
The following courses are recommended for students interested in
Social Work. The courses which are itdicized should be taken by all
such students.
FRESHMAN
Religion
English
Hktory
Foreign
..............
I Sem. I1 Sem.
Cr.
Cr.
.2
.3
.3
Language
.4
1r.trednCtian t o Sociology . . 3
Sociel R o b I m s
Pn)~LcalEducation 3. 4 . . . .'h
1, 2
1, 2
1. 2
..............
...............
........
.........
JUNIOR
2
3
3
4
-
3
lh
I S m . IISem.
Gr.
Religion ................... . 3
Principles of Economics
.3
Fields of Social Work ..... . 3
Criminology ............... . 3
Public Welfare ........... .Fine Arts .................. .Speech
Electives ................ - 6
.
Cr.
-3
-3
3
2
5
SOPHOMORE
I Sem. II Sem.
Cr.
Cr.
Religion 3, 4 .............. . 2
American Government
.3
Natural Science ........... . 3
Psychology .................3
Statistics ....................
Rural Sociology ........... 3
Urban Sociology .......... .Foreign Language ........ . 3
...
-
SENIOR
2
3
3
3
3
3
I Sem. I1 Sem.
Cr.
Cr.
Religion
.................. .Introduction to Methods o f
Soc. Work ............... .Social Ps?/chology ......... . 3
Abnormal Psychology ......
History of Philosophy ... . 3
Electives in Upper Division
Courses ..................10
-
3
3
3
3
4
MEDICAL TECHNOLOGY
Students may complete a course leading to the Bachelor of Arts degree with a major in Medical Technology by completing three years of
work at Augsburg College and twelve months at General Hospital or
Swedish Hospital, Minneapolis. This course prepares them for examination for certification in Medical Technology. The following program is
suggested.
FRESHMAN
J S m . LISm.
CT.
Cr.
Religion 1, 2 ............. . 2
English 1, 2 ................3
Chemistry 5-6, or 15-16 ....
History or Sociology ..... .3
Foreign Language ........ .4
Physical Education 3, 4
'6
+
....
2
3
4
3
4
'h
JUNIOR
SOPHOMORE
I Sem. IISem.
Cr.
Cr.
Religion 3, 4
.2
2
Chemistry 32, or 53-54 ... . 4
0-4
Biology 13-14 ............ .4
4
Fine Arts ..................3
Foreign Language
.3
3
Electives .................. .3
.............
.........
SENIOR
I Sem. IISem.
Cr.
Cr.
Religion ................... . 3
Bacteriology
Literature or Philosophy .. . 3
Chemistry 61 .............. 4
S ~ e e c h .....................
Social Science ............ . 3
Electives .................... 4
-
3
4
2
3
5
Lectures, laboratory and
practical work at General or Swedish Hospital for 12 months ........
32
Students taking this program must register at Augsburg as well as
at the affiliated hospital in their senior year.
NURSING
Most hospitals prefer that applicants to their school of nursing have
or more years of
c~flegework are desirable. The following pre-nursing curriculum is
suggested for those planning to enter a iour-year school of nursing.
Tl:u= who plan on a three-Year nursing program should try to select
courses in college which T P ~ Unot duplicate the courses they will study
in the schaul of nursil~gwhich they plan to attend.
ut least one year of college. En many instances two
FRESHMAN
I Sem. II,Sem,
Cr.
Cr.
Religion .................. .Z
Freshman English
.3
General Zoology ......... .4
Health .................... .1
Sociology ................. . 3
Elements of PTufrition ... .Physical Education ....... .I5
Electives ................... .2
2
3
........
4
SOPHOMORE
I Sem. II Sem.
Relieion
...................
Cr.
.2
or Politic& ~ c i e n c e3
................
Psychology
-3
C h ~ l d Care ,...............
Gcneral Chand
Qualitative Analpsf<
.4
Phi,s~ral ducati in;
.2
Fjrst Aid ..................
.
-
Cr.
2
3
2
...
E!ectircs
....... -
...................
.Z
Special Progrnms in !Vmrsh~:The following courses of the School
01 h u r ~ i n gof the Lutheran Deaconess Hoepital, Minneapolis, Minnesota,
arF offered a1 Aupburg College. This is a part of the three-year course
offered by the hospital. Application for admission to the School of
Nursing ~hould be made to the Lutheran Deaconess Rospitat Minneapolis, Minnesota.
FIRST Y E A R
I Sem.
Biology 3 ..........................
Biology 7 .........................
Chemistry 3 ........................
Psychology 7 .......................
CT.
4
., 3
3
2
SECOND YEAR
I Sem.
CT.
Sociology 5
......................... 2
Students enrolled in the Schools of Nursing at Swedish Hospital and
Fairview Hospital, Minneapolis, take some of their course work at
Augsburg College. Applications for admission to this program should
be made directly to these hospitals.
ENGINEERING
A student may take two full years of pre-engineering at Augsburg
before transferring. The course outlined below a ~ ~ l i etos .the fields of
aeronautical, electrical, agricultural, civil, and mechanical engineering,
and engineering mathematics at the University of Minnesota. The
chemistry and chemical engineering programs will be slightly different.
Students planning to enter this program should complete higher algebra
and solid geometry in high school.
V
.
L
FRESHMAN
I Sem II Sem.
Cr.
Cr.
Religion 1, 2 ............... .2
2
English 1. 2 .-..-.......... . 3
3
Mathematics 13, 14 ........ .5
5
Mathematics 5, 6 ......... .S
3
Physics 5, 6
4
Physical Education 3, 4 .... ' 5
................
SOPHOMORE
I Sem. I1 Sem.
Cr
Cr.
Religion 3, 4 ............. . 2
Mathematics 51, 52
.5
Physics 52 .................
Physics 53
-3
Chemistry 15, IS .........
Social Science ... , .........3
....... -
.................
2
5
3
.+
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the courses in civil and mechanical engineering, in which case it may be taken in evening school or
summer session.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should take higher algebra and plane geometry in high school.
FRESHMAN
I Sem. II Sem.
C
r.
--.
.2
Religion .................
English 1, 2 .............. .a
Chemistry 5, 6 ............. 4
Mathematics 13, 14
.5
Electives .................. .3
.......
SOPHOMORE
I Sem. II Sem.
Cr.
Religion ...................
Zoology
Chemistry 52, 81
Physics 5, 6 ...............
Electives
.2
....................
............ 44
Cr.
2
4
.4
.................. .a
MEDICINE
Most medical schools require a minimum of three years of college
education, but premedical students often find it advantageous to complete their college work before entering the medical school. The following program will meet the requirements of most medical schools, but
it is advisable for the student to study the requirements of the medical
school to which he plans to apply.
Students who have not had higher algebra in high school will need
to add Second Course Algebra to the curriculum given below.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
.2
Religion 1, 2
3
English 1. 2 ............... . 3
#emIsm 15. 16 .......... .4
Mathema:{IS. 14 ........ .5
Physical Education 3, 4 ....%
History or Social Science . . 3
............
JUNIOR
SOPHOMORE
C*.
-
Cr.
2
4
.........
SENIOR
I S e n . II Sem.
Cr.
Cr.
Religion ....................
3
Social Science or Historv . . 3
German ....................3
Chemistry 61, 78 .......... . 4
Physics 5, 6 ...............4
Literature or Philosophy .. .3
r Sem. rr Scm.
Religion 3, 4 ............. . 2
German ....................Q
Biology 13, 14 ............ .4
Psychology ................ .Chemistry 53, 54
.4
Speech 11 .......-........ . . 2
I s m . 11 Sem.
cr.
Religion ................... . 3
Social Science .............
Fine Arts ................. .Genetics ................... . 4
Electives .................. - 9
-
Cr.
Curriculums / 93
SECRETARIAL WORK
The f i x ~ t pear of the following program p o v i d ~preparation for
certain office positions. Completion of the second year provides more
advanced training. ?I student ~ h has
o had simila~cowses in high
school may he admitted to adrancerl c l a s s on the basis of his proficiency in the subject. An outline: of h e requirements for teaching
bu9ine.s subjects in high school appears m d e ~Secretarial S t n d i ~ .
FIRST YXAR
I Sem. I1 Sem.
Cr.
Cr.
2
Religion ................... .3
Freshman Enalish ........ 3
3
Elementary ~fpewriting . . I
Intermediate Typewriting ..2
Introduction to Business . . 3
Office Machines ........... *2
Elementary Shorthand ... - 3
3
Physical Education . . . . . . . .'4
I42
Electives ................... 5
5
SECOND YEAR
I Sem. 11 Sem.
Cr.
Cr.
2
Religion ...................-2
2
Speech ..................... .Advanced Typewriting
-2
2
Advanced Shorthand ..... .2
3
Principles of Accounting ...3
3
Secretarial Practice ........
Psychology ................ .3
5
Electives .................... 5
...
-
Founded in 1869, Augsburg has served in the fieH of Christian higher
education for over 90 years, now having nearly 5,000 persons on the
Alumni Associatwn roster. Included are leaders and responsible citizens
in. aU walks of life and in all parts of the world.
Augsburg Theological Seminary
INTRODUCTORY
AUGSBURG
THEOLOGICAL
SEMINARY
is the training school for the pastors
and missionaries of the Lutheran Free Church. It offers a regular threeyear course of preparation for the Christian ministry, including both
theoretical and practicai training. In harmony with he-Principles of
the Luheran Free Church it a i m s to stress particdarly the training of
pastors and spiritual leaders dedicated to tlre ideal of building Lutheran
congregations where the Gifts of Grace are freely cultit-nted and
nurtured under t h e authority of the W o ~ dand the guidance of the
Holy Spirit.
APPLICATION FOR ADMISSION
APPLICATION
FOR ADMISSION to the Seminary should be addressed to
the Secretary of the Theological Faculty, and should include the
following :
P. A formal letter of application for admission as a student in the
Seminarp, including a personal ~taternentby the candidate concerning
his background, including baptism, confirmation, spiritual experience,
doctrinal con~iciions,and church m e d e ~ h i p .
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of
these should be from the candidate's local church.
4. A certificate of good health.
These documents should be in the hands of the Secretary of the
Seminary Faculty before July first.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
ADMISSION REQUIREMENTS
THE NORMAL REQUIREMENT for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have
included the following prerequisite subjects:
Greek
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2.
years
P h i l o s ~ ~...h...~.................................................1 year
Germs, or
Latin, or
Norwegian
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2 years
In the case of mature students of outstanding ability and experience,
an occasional exception from these requirements may be made by
special action of the Committee on Admissions.
Augsburg Theological Seminary / 9 5
SUGGESTED PRE-THEOLOGICAL COURSES
IN
ORDER THAT S ~ E N T Smap derive the greatest p o s d l e advantage
from their theoiogical studies, it is recommended that h e i r college
course of study, besides fulfilling requirements as to a major and a
minor and, in ar!di~n to (fie sabjccts i n a ' i c d above, include as
many as possible of the folIowing:
English
Speech
Psycholog
..History -.-....LL-----.L---.
Youth Work
Natural Science -.
Sociology, or Economics, or
Political Science, or
Education
..
Typewriting
1
.
-
.-1
-
2 years
1 year
year
2 years
1 semester
1 year
1 year
year
When possible, it is recommended that elementary Hebrew
be taken in the senior year of college.
All candidates for admission to the Seminary must have achieved a
good academic record in their preparatory studies in college.
TRANSFER OF CREDITS AND ADVANCED STANDING
S ~ E N TARE
S ADMITTED to the Seminet7; with the understanding that
thdr studies are to be pursued under the direction of the Theological
Faculty. h i 7 arrangement to take a part of the theological course at
another se&nav mnst have the prior approval of the Theological
Faculty at Aupburg.
Advanced standing is granted in certain instances, when a student
applying for admission presents a transcript of credits indicating work
done in other theological seminaries of recognized standing.
EXPENSES
SEMINARY
STUDENTS pay no tuition. They do, however, pay a Seminary
fee of forty dollars ($40.00) per semester. This includes the general
library, health, student activities and mail box fees. Unmarried students
living in colIege or seminary housing receive a special grant to cover
the cost of roam ~ent.The cost of board k the same as for the College
students. See under Financial Information. A graduation fee of $7.50
is papabk a month before graduation.
CLASS ATTENDANCE
A STDDENT IS EKPECTEII to attend all classes regularly. Unavoidable
absences map be excused by the Dean, Attendance at any conference
involving absence from classes must have the approval of the Dean
well in advance of the conference.
96
/ Augshrg
Theological Seminary
EMPLOYMENT
THEWORK in the Seminary should be regarded as a full time vocation.
However, when a student's circumstances require it, a limited amount
of remunerative work will be permitted. This must be arranged in
consultation with the Dean. Occasional preaching engagements may be
accepted, but a student is not allowed to supply a vacant parish more
frequently than every other Sunday.
CONDITIONS AND INCOMPLETES
A CONDITION or an incomplete received at the end of the semester
must be removed within the first six weeks of classes of the following
semester or within a year if the student has not re-enrolled. If incompletes and conditions are not removed within the time allowed, the
condition automatically becomes a failure and the incomplete will be
recorded as a passing grade only if the average of previous work is
sufficiently high.
SEMINARY INTERNSHIP
IN ADDITION to the three years of theological study in the Seminary
each student is required to spend six months in practical service, as
appointed and supervised by the Committee on Service. This work is
done during the summer vacations between the beginning and c m clusion of the Seminary course.
A limited amount of assigned collateral reading is required during
the in-service period.
The Seminary students are also encouraged to engage in a limited
amou,nt of practical church work during the school year either in the
Twin Cities or in nearby communities.
STUDENT ACTIVITIES
ALL SEMINARY STUDENTS are members of the Concordia Society. A
principal purpose of this organization is "to promote and strengthen
a deeper spiritual fellowship among its members." The weekly meetings
are devoted to prayer and to the consideration of student affairs. The
Seminary joins with the College in a daily chapel senrice.
During his seminary years, each student is associated with a specific
congregation and is encouraged to serve there. As a united project,
the Concordia Society has recently assumed responsibility for conducting Saturday noon services at the Gateway Mission.
The Concordia Society promotes student participation in the InterSeminary Movement and in the Association of Lutheran Seminaries in
America. On a more local level, the student body participates in a
fellowship of five Protestant seminaries in the Twin Cities.
Augsbxrg Theo?ogical Seminary
/ 97
The wives of the seminary students have organized as the Seminettes.
They meet once a month for fellowship and for instruction in subjects
relevant to their vocation.
The Concordia Society publishes a semiannual magazine called
Concord.
GRADUATIORr AND DEGREES
THE SEMINARY COURSE consists of a three-year cycle of lectures and
study plus six months of practical service in the congregations. Students
who complete all the requirements of the regular course are graduated
with the degree of Bachelor of Theology. These requirements may be
summarized as follows:
1. A minimum of 98 semester credits, including a seminar course
in each of the following four major fields: Old Testament, New Testament, Church History, and .Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly
offered.
3. The attainment of an honor-point ratio of at least 1.5 (C+
average) throughout the three years of Seminary work.
4. Six months of practical Christian service under the direction of
the Faculty Committee on Service.
5. The preparation of a scholarly thesis, approximately 8,000 words
in length, on an approved theological subject. The subject must be
submitted for faculty approval before April 15 of the Middler year
and the thesis must be completed by January 10 of the Senior year.
6. A comprehensive examination, written and oral, in Old Testament, New Testament, Church History, and Systematic Theology taken
during the third week of March. Written and oral examination sermons.
The degree of Graduate i n Theology is conferred upon the stndents
who have fulfilled the requirements listed above with an honor point
ratio of not less than 1.0 (C average) in their academic work but who
have not met all the normal prerequisites far a h i s i o n to the Seminary,
or who have not attained an honor point ratio of 1.5 in their Seminary
studies. Candidates for the Graduate in Theology degree are not required to write a thesis.
Courses of Study'
THEOLOGICAL ORIENTATION COURSE
Junior Year
I.
THE BACKGROUND
AND STRUCTURE
OF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History and contemporaneous secular history. Brief survey of the historical
origin of the Biblical writings.
z Cr.
OLD TESTAMENT
A study of the essentials of Hebrew grammar,
9-10. HEBREWFOR BEGINNERS.
with the reading of selected passages from the historical books of the Old
Testament. (Offered 1960-61.)
6 Cr.
11. THE PENTATEUCH.The course includes a general introduction to the
books of the Bible, and a careful exegetical study of selections from the
Pentateuch. (Offered 1961-62.)
3 Cr.
12.
THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
on religious values and the rise of prophetism. Selected passages from the
3 Cr.
historical books are studied. (Offered 1961-62.)
13. THE PROPHETISAIAH.A careful study of the Biblical data concerning
the plitical and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. ( m e r e d 1962-63.)
3 Cr.
14. THE PROPHETJEREMIAH.A study of the ~olitical, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
freedom. (Offered 1962-63.)
3 Cr.
PSALMSAND THE WISDOMLITERATURE.
Place of the Psalms in the worship
I .
of Israel and the church. Religious development in the post-exilic period. The
fundamental problems of life as posed in the wisdom literature. (Offered 196061.)
3 Cr.
"With the exception of the Theological Orientation Course, offered annually
for Juniors, the Seminary courses are rotated in a three-year cycle.
Augsburg Tbeological Seminary / 99
16. OLD TESTAMENTTHEOLOGY.The major themes of the Old Testament
approached topically: God's nature, names and self-revelation in history. Covecant, election, people of God, nature of man. Sin and forgiveness, judgment
and salvation. Vorship, sacrifice, praise and prayer. (Offered 1960-61.) z Cr.
17, 18. HEBREWEXEGESIS.
A review of Hebrew grammar. Lectures on principles of exegesis. Application of exegetical method to selected passages of the
2, z Cr.
Old Testament. (Offered 1961-62.)
A study of archaeological discoveries
19. SEMINARI N BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The course consists of n number
of introductory lectures followed by student presentations od assigned topics
and class discussion. ( W e r e d 1960-61.)
I Cr.
NEW TESTAMENT
20-21.
NEW TESTAMENT
GREEK. Two yean of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
22.
INTRODUCTION
m m E NEW T E S T ~ E N TA. survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The proceu by whiih these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 1962-63.)
23. THE GOSPEL OF MARK.Readings from the Gospel of Mark in Greek,
with selectbns from Luke, considered in the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry. (Offered 1962-63.)
24. THE GOSPEL OF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1961-62.)
zr. THE GOSPEL OF JOHN. The purpose and special characteristics of the
Fourth Gospel, its authenticity and value, and relation to contemporary religious movements. Study of the Gospel in Greek and discussion of the themes
3 Cr.
which pervade the Gospel. (Offered 1960-61.)
26.
THE JEWISH SECTIONOF THE APOSTOLICCHURCH.Rapid survey of Acts
This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
3 Cr.
1960-61.)
1-12.
roo / Augrburg Theological Seminary
01: PAUL. Survey of some approaches to
27. ASPECTSOF THE THEOLOGY
Paul and a study of some of the basic themes of his theology. Selected portions
of the Epistles examined in Greek. (Offered 1961-62.)
3 Cr.
28. INTERPRETATIONS
OF ROMANS.Exegesis of the Epistle in Greek; the
essence of the Gospel as set forth by Paul. Consideration of the Gospel as Paul
relates it to the problem of Israel and the Christian life. (Offered 1960-61.) 2 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
Christ and the spiritual goal of history. (Offered 1962-63.)
2 Cr.
OF THE REVELATION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
2 Cr.
(Offered 1961-62.)
CHURCH HlSTORY
MR. SONNACK
40. THE EARLYCHURCH.The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (190). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
2 Cr.
with a brief survey of the Book of Acts. (Offered 1961-62.)
41. THE CHURCHOF THE MIDDLEAGES.A general survey of the development of Christianity in Western Europe from 590 to the period of the Protestant Reformation. The course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward reform.
(Offered 1962-63.)
3 Cr.
A study of the causes which led to the Protestant
42. THE REFORMATION.
Reformation; the Reformation itself and its results, including the Roman
3 Cr.
Catholic Caunter-Reformation. (Offered 1962-63.)
This course covers the period
43. THECHURCHAFTER THE R~FORMATION.
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the history of the Lutheran Church. (Offered 1960-61.)
AMERICANCHURCHHISTORY.Early colonization; planting of churches;
church government, religious life and worship; separation of church and state;
revivals; demminationalism. The history of the Lutheran Church in America
3 Cr,
is studied with special care. (Offered 1960-6.1.)
44.
45,46. THE HISTORYOF CHRISTIANDOCTRINE.A study of the development
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1961-62.) z, z Cr.
CHURCHIN THE WORLDTODAY.
A study Of the consti47. THE LUTHERAN
tution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
SYSTEMATIC THEOLOGY
MR. OLSON
OF THEOLOGY.
An inquiry into the field, sources, and
50. BASICPRINCIPLES
methods of systematic theology. (Offered 1960-61.)
2 Cr.
AND ANTHROPOLOGY.
A systematic examination of the teach5 I. THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
2 Cr.
Trinity, creation, and man's fall into sin. (Offered 1960-61.)
A careful study of the teachings of the Bible concerning
52. SOTERIOLOGY.
Christ-His Person, states, and ofice; the Person and work of the Holy Spirit;
3 Cr.
the order of salvation. (Offered 1961-62.)
AND ESCHATOLOGY.
A study of the nature and function
53. ECCLESIOLOGY
of the Church; the Sacraments; the doctrine of the last things. (Offered
2 Cr.
1961-62.)
CHRISTIANETHICS.A study of the religious and ethical implications
~ 4 55.
,
of the Christian experience. Special attention is given to ,the application of
Christian ethics to individual, group, and public life. ( m e r e d 1962-63.) 2, z Cr.
A careful study of the Book of Concord. Attention is given
56. SYMBOLICS.
to the genesis and development of each creed, its doctrinal significance, and
its place in the present life of the Church. (Offered 1960-61.)
2 Cr.
AND RELIGIOUS
CULTS. A comparative study
SYMBOLICS
57. COMPARATIVE
of the creeds of the great divisions of the Christian Church, and the teachings
2 Cr.
of various modern religious sects and cults. (Offered 1962-63.)
58. THE THEOLOGICAL
ISSUESOF THE SIXTEENTHCENTURYPROTESTANT
REFORMATION.
The basic theological differences between Roman Catholicism
and historical Protestantism. The position of historical Protestantism with
regard to divergent theological doctrines is discussed, evaluated, and compared
with the corresponding position af the Roman Church as expounded primarily
in the dogmatic definitions issued during and after the Council of Trent.
(Offered 1959-60.)
2 Cr.
102
/ A u g ~ h gTkological Seminary
PRACTlCAL THEOLOGY
All members of the Theological Faculty give instruction in this field.
A.
Pastoral Theology
60. PRINCIPLESOF PASTORALTHEOLOGY.This course deals with the B i U
basis for the Christian ministry, the call and
of Ehe pastor, hia
public and private life, and the practical aspects of his wdrk in the church
today. ( W e r e d 1960-61.)
2 0.
61. INTRODUCTION
TO PASTORAL
COUNSELING.A course dealing with the
dynamics underlying human behavior. various pastoral counseling techniques
are studied. The course attemprs to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
be referred to more competent help. Middlers. (Offered annually.)
I Cr.
62. CLINICALPASTORAL
TRAINING.The purpose of this course is to provide an
opportunity for the student to learn Pastoral Care through. interpersonal relations in a hospital setting. I t will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
63. THE CHRISTIANWORLDMISSION. The worldwide responsibility of the
Church. Missionary motives, methods and, aims. Rapid survey of mission history
and a study of the present missionary situation, with special attention given
2 Cr.
to the emerging national churches. (Offered 1961-62.)
6j. PRINCIPLESAND PRAC~ICE
OF PREACHING.Technical and psychological
elements of preaching. Emphasis upon sermons. Juniors.
z Cr.
The application of the principles of preaching to the out66. HOMILETICS.
lining and presentation of brief sermons. Emphasis upon thorough preparation
2 Cr.
and constant practice in delivery. Middlers.
67. SERMONS.A course in the preparation and delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great preachers
2 Cr.
are studied. Seniors.
C . Polity, Worship, und Parish W o r k
70. CHURCHPOLITY. A course dealing with the Biblical theory of the congregation; officers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and I1 Corinthians are studied as the best source. (Offered 1960-61.)
2 Cr.
Augsburg T h ~ o l o g i c dSeminary / 103
CHURCH ADMINISTRKTION.
A study of the various aspects of congregational organization. Methods of increasing efficiency in the performance of
the pastor's duties. Effective office procedures. The practice and teaching of
Christian stewardship. (Offered 1960-61.)
I Cr.
71.
72. PASTORALPROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of pastoral ethics. (Offered 1962-63.) I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its relation
I Cr.
to varying conceptions of the Church. (Offered 1962-63.)
HYMNOLOGY.
An historical survey of the best selections of hymns from
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered 196263.)
I Cr.
74.
D. Christian Education and Sociology
Studies in the application of basic
76. METHODSOF PARISH EDUCA.~ION.
principles and methods of education to the subject matter used in catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1962-63.)
2 Cr.
THE CHURCH
A N D SOCIETY.A study of the relation lbetween the Christian Church and present-day civilization and culture, and of the organized
movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians, both the individual and the
Church, and the activities and agencies by which these duties may be fulfilled.
z Cr.
77.
Emphasis upon preparation
and practice in delivery of
sermons is included in the
homilectics course for Seminary Middlers.
Personnel
THE BOARD OF TRUSTEES
Oficers of the Board
THE REV. CLIFFORDM. JOHNSON . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
.
MR. G. S. MICHAELSEN . . . . . . . . . . . . . . . . . . . . . . . . . . . Vice-president
MR. R. F. PAUTZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Secretary
.
MR. R. E. MYHRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Treasurer
Term Expires in 1960
MR. R. F. PAUTZ, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
MR. PHILIP C. HELLAND,
Willmar, Minnesota
Superintendent of Schools, Willmar, Minnesota
Term Expires in 1961
The REV. GEORGEJ. KNUDSON,Marinette, Wisconsin
Pastor, O u r Savior's Lutheran Church
Austin, Minnesota
MR. L. S. HARBO,
Superintendent of Schools, Austin, Minnesota
Term Expires in 1962
MR. GILBERTBERG, Seattle, Washington
Business, Berg Fuel Company
The REV. CLIFFORDM. JOHNSON, Minneapolis, Minnesota
Pastor, Oak Grove Lutheran Church
MR. R. E. MYHRE, Minneapolis, Minnesota
Insurance
Term Expires in 1963
The REV. L. 0. GJERDE, Minneafiolis, Minnesota
Executive Director, Lutheran Welfare Society of Minnesota
A. JOHNSON, Minneapolis, Minnesota
MR. HERBERT
Investors Syndicate Life and Annuity Company
Term Expires in 1964
The REV. ERLINGTUNGSETH,St. Paul, Minnesota
Pastor, Roseville Lutheran Church
MR. GEORGES. MICHAELSEN,Minneapolis, Minnesota
Education, University of Minnesota
Personnel / r 05
MR.
JEROME FORMO,Minneapolis, Minnesota
Research, Minneapolis-Honeywell Regulator Company
ddvisory Mern bers
The REV. DR. JOHN M. STENSVAAG,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARDCHRISTENSEN,Minneapolis, Minnesota
President, Augsburg. College and Theological Seminary
ADMINISTRATION
BERNHARDCHRISTENSEN. . . . . . . . . . . . .
,
. . . . . . . . . . . . . .Presided
NORMANL. NIELSEN . . . . . . . . . ..Vice President in charge of Development
MARTIN QUANBECK. . . . . . . , . . . . . . .
PAUL G. SONNACK. .
,
. . . . . . . . . . Dean of the College
. . . . . . . . . . . . . . . . ..Dean
of the Theological Seminary
BURTONP. FOSSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Business Manager
PETER ARMACOST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Dean of Students
GERDAMORTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Women
MILDREDJOEL . . . . . . . . . . . . . . . . . -Registrar; Secretary of the General Faculty
MELVIN A. HELLAND
.........-
.Secretary of the Theological Faculty
Acting Dean of the Seminary, 1958-60
AGNESB. TANG
JERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Librarian
.
CARL R. HAMMARBERG
. . . . . . . . . . . . . Director of Placement and Testing
FRIEDELVINDMANN
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Treasurer
S. V . HJELMELAND
. . . . . . . . . . . . . . . . ..Associate Director of Development
HAROLDKAMBAK. . . . . . . . . . . . . . . . . . . . . . . . .Director of Public Relations
A. B. BATALDEN. . . . . . . . . . . . . . . . . . . . . . .Director of Alumni Relatias;
Manager of Musical Organizations
IRVING
HOEL . . . . . . . .Purchasing Agent; Szrpervisor of Buildings and Grounds
RICHARDL. BERG . . . . . . . . . . . . . . . . . . . . . . Assistant Business Manager
MRS. MARYRETA KARJA . . . . . . . . . . . . . . . . . . . . . ..Director of Food Services
BJARNE LANDA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C u ~ a t oof~ the Museum
IVER B. OLSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Archivist
DONOVANLUNDEEN . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Admissions
BETTY LUNDGREN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Assistant Registrar
KARLIS ( ~ O L I N S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Associate Librarian
MARCELLUSJOHNSON
. . . . . . . . . . . . . . . . . . . . . . . . . . . .Admissions Counselor
ADAIINISTRATIVE STAFF
Ofice Staff: Office of the President and Dean-June Nelson and Mrs. Gertrud
Stechmann; Business Ofice-Lois
Medin, Lilly Gerhard, Mrs. Randi Oen, and
Irene Leland; Ofice of Registrar-Borghild
Estness, Tena Mehus, and Mrs.
Alice Panttila; Development, Public Relations and Admissions-Mrs.
Ruth
Hammarberg, Violet Myers, Mrs. Dorothy Bailey, Mrs. Irene Brown, and
Adamarie Oaks; Personnel, Placement, and Employment-Marilyn
Petersen
and Mrs. Shirley Knox; Library-Mrs.
Naomi Sorkness and Mrs. Erna Staub;
Printing and Mailing-Valborg
Bosmoe, Lillian Peterson, and Grace Fifield;
Receptionist-Mildred
Nelson.
Resident Cozmselors in Dormitories: Memorial Hall, Gordon Grimm; Gerda
Mortensen Hall, Mrs. Irene G. Wolf, Elaine Green; Campus House, Mr. and
Mrs. James Glasoe.
Sujervisw of Hossekeeping: Olga Hermunslie; Manager of Grill, Arthur C.
Engen.
MEDICAL STAFF
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swensen, R.N.,
Nurse; Myrna Hundtoft, R.N., Assistant Nurse.
COMMITTEES OF THE FACULTY - 1959-1960
Administration: Christensen, M. Quanbeck, Helland, Fosse, Armacost, Nielsen.
Educational Policies: M. Quanbeck, Christensen, Kash, Thorson, Miss Segolson,
Miss Joel, P. Quanbeck, E. Anderson, R. E. Anderson, Chrislock, Hanwick.
Library: Olson, Agre, Preus, Gisselquist, Miss Tangjerd, Ozolins.
Admissions and Student Standing: Miss Joel, M. Quanbeck, Sateren, Colacci,
Holum.
Student Personnel: Armacost, Hammarberg, Miss Mortensen, Nash, Miss Joel.
Athletics: Soberg, E. Anderson, Kleven, Mickelberg.
Social: Mrs. L. Peterson, Miss Mortensen, Stenstrom, Pearson, M i s Sonsteng.
Irrstitutional Stdies: R. Anderson, M. Quanbeck, Dahlen, Thut, Miss Pedemn.
Convocrrtions: Urdahl, Batalden, Torstenson, Mrs. Nicholl. (Student members
also included in this committee.)
Student Activities: Armacost, Miss Mortensen, Nielsen, Savold, Miss Lund. (Student members also included in this committee.)
R-eligiow Life: P. Quanbeck, Miss Cole, Tollefson. (Student members also included in this committee.)
Teacher Education: Sateren, Johnson, Thorson, Agre.
Student Conduct: Chrislock, Mrs. K. Peterson, Nelson, Swenson.
Faculty Personnel Policies: Torstenson, Fosse, Hemmingson, Urdahl, Holum.
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President and Professor of Theology
A.B., Augsburg College, 19t r ; Augsburg Theological Seminary, 1922-25 ;
Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, Giittmgen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, 1928-30. A t Augsburg since 1930. President since 1938.
MELVIN A. HELLAND,S.T.M., Ph.D., Professor of New Testamenf
A.B., Augsburg College, 19 I 5 ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
19t I -3 8 ; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. A t Augsburg since 1941.
RODGERSTEEN JORDAHL,A.B,. Th.B., Assisiant Professor of Old Testament
A.B., Luther College, 1947; Th.B., Luther Seminary, 1952; Additional
Study, University of Chic'ago. A t Augsburg since 1959.
IVERB. OLSON,A.M., S.T.D., Professor of Systematic Theology
A.B., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945; S.T.D., Chicago Lutheran
Theological Seminary, 1957. Teaching: Oak Grove Seminary, 1936-39;
University of Minnesota, I 945-46. Pastor, Sand Creek, Wisconsin, 1939-44.
Adviser to SPAN Group in Scandinavia, 1950. A t Augsburg since 1945.
PHILIP A. QUANBECK,Th.D., Associate Professor of New Testament and
Religion; College Chaplain
A.B., Augsburg College, 1950; Th.B., Augsburg Seminary, 19 5 I ; Th.M.,
Princeton Theological Seminary, 1954; Th.D., 1957. Pascoral work, 195 15 3. Teaching Fellow, Princeton Theological Seminary, I 9 54- 57. At Augsburg since 1957.
PAUL G. SONNACK,A.B., Th.B., Professor of Church History and Religion
(on leave).
A.B., Augsburg College, 1942; C.T., Augsburg Theological Seminary, 1945;
Th.B., 1947. Additional Study: University of Chicago. Pastor, Moose Lake,
Minn., 1945-47. A t Augsburg since 1949.
MARIOCOLACCI,Th.D., D.Litt., Lecturer in Hebrew and Theology, 1958-60.
For statement of academic preparation and experience, see College Faculty
listing.
Io8
/ Personnel
DORRISFLESNER,Ph.D., Lecturer in Church History
A.B., Carthage College, 1936; B.D., Hamma Divinity School, 1939; S.T.M.,
Wartburg Lutheran Seminary, 1950; A.M., University of Chicago, 195 3 ;
Ph.D., Hartford Seminary, 1956. Professor of Church History, Northwestern Lutheran Theological Seminary, 1957.
LAWRENCE
M. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939; C.T., Augsburg Theological Seminary, 1942;
S.T.M., Andover Newton Theological Schools, 1955. Pastoral work, 19421954. Chaplain, Lutheran Deaconess Hospital, 1 9 5 5 ~ At
. A u g k g since
'955.
AUGSBURG COLLEGE
COURTLAND
L AGRE,Ph.D., Professor of Chemistry
B.Ch.E., University of Minnesota, 1934; Ph.D., University of Minnesota,
1937; Research Ohemist, 1937-40; U. S. Army, 1940-41; Research
Chemist, 1941-46; Teaching, St. Olaf College, 1946-58; Univ. of California, Berkeley, Visiting Professor, National Science Foundation Fellowship, 1958-59. At Augsburg since 1959.
L n a MAE ANDEREGG,
M.A., Instructor in Education
A.B., University of Minnesota, 1945; M.A., Northwestern University, 1947.
Additional Study: Minnesota, Chicago, California; Teaching and Counselling, High Schools, 1945-46, 195 1-5 3; Teaching, E. Washington College,
1948-49; University of Minnesota, 1950-51; Oakland Junior College, 195456; San Francisco State College, 1957-58; St. Olaf College, 1958-59. At
Augsburg since 1959.
ALBERTB. ANDERSON,
A.M., Th.B., instructor in Philosophy
A.B., encordia College, 1951; Th.B., Luther Theological Seminary, 1956;
A.M., University of Minnesota, 1957. Additional study: University of
Copenhagen. Teaching: Concordia College, 1954-5 5 ; Luther College, 1956.
At Augsburg since 1956. (On leave 1958-60).
ERNESTW. ANDERSON,M.Ed.,
Associate Professor of Health and Physical
Education, Basbtball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 1937-41. U.S. Army, 1941-46. At Augsburg
since 1946.
RAYMOND
E. ANDERSON,
Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1946; A.M., 1950; Ph.D., University of
Minnesota, 1959. Teaching: University of Vermont, 1949. U.S. Navy,
1946. At Augsburg since 1949.
Personnel / 109
A.B., Dean of Students
PETERH. ARMACOST,
A.B., Denison University, 1957. Additional Study: University of Minnesota. Teaching Assistant at University of Minnesota. A t Augsburg since
1959.
HAROLDJ. BELGUM,A.M., M. Soc. Work, lnstructm in Sociology
A.B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
~ 9 3 1 ;M. SOC. Work, University of W e w r a , I g S r . Teaching: Mission
House College, Plpmourh, Wis., 1934-38: ELmhurst College. 1938-42; Lakeside S c b d for h y s , Seattle, Wmh., 1942-44. Assistant Execurive Secretary,
Director d k i d Work Services, Laheran Welfare Society of Minnesota.
A t Augsburg since 1954.
LRL
H. BREVIK,B.A., B.Th., Instructor in Religion
A.B., Concordia College 19 5 I ; B.Tl., Luther Theological Seminary, 1954.
Additional Study: Syracuse University. Teaching: Concordia College, 195456. Associate Pastor, Central Lutheran Church, 1956-. A t Augsburg since
1959.
CARLCHRISLOCK,Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 195 y. Teaching: High School, 1939-44; Tracy Junior College,
1947-48; Augustana College, Sioux Falls, S.D., 1948-51. At Augsburg
since 1952.
GRACIACHRISTENSEN,
A.M., instructor in English
A.B., Hunter College, I 9 32: A.M., Radcliffe College,
Study: University of Chicago.
I 93 1.
Additional
Th.D., D.Litt., Profexsor of New Testament Greek and Latin
MARIOCOLACCI,
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching Regional Seminary, Benevento, Italy, 1931-40;
Mario Pagano College and Normal Institute, Campbasso, Italy, 1941-49.
At Augsburg since 1952.
AUENE COLE, A.M., Assistant Professor o f Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949. Additional study: University of Minnesota. Teaching: High Schools,
I 936-5 6. At Augsburg since I 9 5 6.
K. BERNERDAHLEN,A.M., Associate Professor of English
A.B., Augsburg College, 193 I ; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-39; Crosby-Ironton
Junior College, 1940-41. U.S. Army Air Forces, 1942-45. At Augsburg
since 1941.
I Io
/ Personnel
IVANDOSEFF,B.S., Instructor in Art
B.S., University of Chicago, 1907. Additional study: A r t Institute af
Chicago. Teaching: Cornell College, 19I 8-19;
Iowa State Teachers College,
1919-21;
Luther College, 1922-23;Minneapolis A r t Institute, 1928-30;
University of Minnesota, I926-5 3. At Augsburg since I95 5.
JACK
FISHER, S.M.M., I n s t r z ~ t o rin Organ
B.M., University of Texas, 1946;S.M.M., Union Theological Seminary,
1948. A t Augsburg since 1955.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949.U. S. Army, 1943-46.
Industrial Engineering work, I 949-5 3. A t Augsburg since I9y 3.
DARYLGIBSON,Ph.D., Insfrumental Specialist (Brass Instruments)
B.S., University of Minnesota, 1934;A.M., 1941;Ph.D., University of
Iowa, 1947.Member of Minneapolis Symphony Orchestra, 1934-44.Teaching: University of Iowa, 1943;University of Montana, 1947-48;Gustavus
Adolphus College, I 948- 5 2. A t Augsburg since I954.
ORLOUEGISSELQUIST,
A.M., Instr~~cbor
in,History
A.B., University of Minnesota, 1943;A.M., University of Minnesota, 1956.
Teaching: Bethel College, I954-56. A t Augsburg since 1956.
W~LMM
H. HALVERSON,
Th.M., A.M., Assistant Professor of Philosophy and
Religion
A.B., Augsburg College, 195 I ; B.Th., Augsburg Theological Seminary,
1955 ; Th.M., Princeton Theological Seminary, 1957; A.M., P+ceton
University, 1959. Teaching: Princeton Theological Seminary 1917-59.A t
Augsburg 1955-56and since 1959.
ANNA M. HALVORSON,A.B., A.M.B., Assistant Professor of B&ss
Administration
A.B., Jarnestown College, I 933 ; A.M.B., University of Denver, 195 I.
Teaching: High Schools, 1934-5
2 ; Muskingum College, 195 3-56;Illinois
College, 1956-59.A t Augsburg since 1959.
CARLR. HAMMARBERG,
A.M., Assistant
A.B., Gustavus Adolphus College,
1948.Additional study: Minnesota.
Kan., 1948-53.A t Augsburg since
Professor of Psychology
1932;A.M., University of Minnesota,
Teaching: Bethany College, Lindsborg,
1953.
Personnel /
III
THEODORE
J. HANWICK,Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1 9 3 3; KS.,Polytechnic Instirute of B w k l g n , iy17; Ph.D., hTew York University, r y p . Teaching:
Polytechnic Inseinrre of Brmklpn, 1937-3 8 ; New York University, 193842; tT. S. Naval Academy, 1942-46; Rutgem University, r946-~6.Ar
Augsburg since 1976.
MAURINEM. C. HANSEN,A.M., Instructor in Home Economics a d Sociology
A.B., Rice Institute, 1920; A.M., University of Colorado, 1938. Additional study: Texas, Minnesota. Teaching: High School, 1920-21, 193443, Lamar College, 1943-48, University of Minnesota, 1949-, Hamline University, 1949-58. At Augsburg 1957-58 and since 1959.
RUBENG. HAUGEN,M.M., Instructor in \Voodwinds
B.M., MacPhail S c h d of Music, i 9 p ; M*M., MacPhail S c h l of Music,
I 9 5 I. Additional Study, Univcrsiq of Kyoto, Japan. Teaching: Minneapolis Junior Academy, rg yo-y z; B e c k Miitxry Academy, r g ~ r - g7; MacPhail
School of Music since 1950. At Augsbarg since l y f g .
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
A. ROBERTHEMMINGSON,
A.M., Assistant Professor of Ennromics and Business
Administrotion
A.B., Dana College, 1953; A.M., University of Nebraska, 1957. Additiona!
Study: University of Minnesota. Teaching University of Nebraska, 199657. At Augsburg since 1957.
Ph.D., Associate Professor of Cbmistry
JOHN R. HOLUM,
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
Teaching: University of Minnesota, I 910-5 z; University of Maryland,
1956; Pacific Lutheran College, 1858-59. U. S. Armed Forces, 1955-57. At
Augsburg 1957-58 and since 1959.
IRENEKHW KHIN JENSEN, Ph.D., Instructor in Histmy and Political Science
A.B., Rangoon University, Burma, 1949; A.M., Bucknell University, 1951;
Ph.D., University of Wisconsin, 1956. Teaching: Rangoon University,
Burma, 1949-70. At Augsburg 1955-56 and since 1959.
MILDREDV.
JOEL,
A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
Additional Study: Saskatchewan, Minnesota, Denver. Teaching: High
School, 1941-46. A t Augsburg since 1947.
I I2
/ Personnel
EJNAR0. JOHNSON,A.M., Assistant Professor of Education
A.B., Concordia College, 1938; A.M., University of Washington, 19 50.
Additional study: University of Oslo, Norway, and University of Washington. A t Augsburg since 1956.
RODGERSTEEN JORDAHL,A.B., Th.B., Assistant Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
HAROLDM. KAMBAK,B.A., Instructor in Journalism and Director of Public
Relations
A.B., Augsburg College, 1959. Additional Study: University of Minnesota;
American Academy of Art; Graphic Arts Institute of Illinois. Director of
Public Relations, Augustana College, 195 6-5 8. At Augsburg since 195 8.
KARLLN,
ROBERT
B.M., A.M., Instructor in Music
B.M., New England Conservatory, 1910; A.M., University of Minnesota,
1959. Additional Study: Berkshire 'Music Center, Salzburg, Austria; Conservatoire Nationale, Paris, Nadia Boulanger. Teaching: Public Schools,
1950-13 ; St. Agatha's Conservatory, 1958-19; University of Minnesota,
1957-59. At Augsburg since 1959.
RALPH KERSTEN,D.D.S., I n ~ t r u c t o rin Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Private practice, 1939-42; O&cer, U.S. Navy, 1942-46. At Augsburg since 1955.
MIMI B. KINGSLEY,A.M., Assistant Professor of Spanish
A.B., Maryville College, 1936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner College, Staten
Island, N.Y., 1941-42; Friends School, Brooklyn, N.Y., 1946-47. At
Augsburg since 1947.
BERNHARDT
J. KLEVEN,Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 19223 5; Wheaton College, 1946-47. At Augsburg 1937-46 and since 1947.
BJARNEE. LANDA,Ph.D., Professor of Germanic Langwrges
AB., Voss
S t a t e Callege, Norway, 1925: A.B., University of Southern California, 1928; A.M., 1930; Ph;D., University of Minnesota, 1952. Teaching:
High Schhoot, rg30-3 r ; University of Minnesota, 1938-42; Fisk University,
1945-47. U. S. Ofice of Censorship, I 942-.+$. A t Augsburg since 1947.
Personnel /
I I3
CARL W. LANDAHL,M.Mus., Assistant Professor of Music
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., California Baptist Theological Seminary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwestern College, 1950-59.
A t Augsburg since 1952.
RAMONAH. LEER, A.B., Assistant Librarian
A.B., Augsburg College, 1934. Additional study: University o;f Minnesota.
Teaching: Long Prairie High School, 1954-56. At Augsburg since 1957.
BERTHALILLEHEI,A.B., Instructor in English
A.B., Augsburg College, 1934. Additional study: University of Minnesota.
A t Augsburg 1937-40 and since 1957.
GERTRUDES. LUND, A.M., Assistant Professor of Secretarial Science
A.B., Augsburg
Teaching: High
Morris, 1945-47;
49. A t Augsburg
College, 1936; A.M., University of Minnesota, 1951.
School, 1943-45; West Central School of Agriculture,
Duluth Business University, 1947-48; High School, 1948since 1950.
ERWIND. MICKELBERG,
A.B., Instructor in Anatomy
A.B., Augsburg College, 1954. Additional study: Columbia, Minnesota.
Teaching: Atwater High School, 19 54-5 6. A t Augsburg since 19 5 6.
F. C. MORTENSEN,Ph.D., Lecturer in Chemistry
A.B., St. Olaf College, 1914; Ph.D., University of Iowa, 1926. Teaching:
Westminster College, Coe College, Pan American College, Macalester College. U. S. Army, nineteen years (retired with rank of Colonel). At
Augsburg since I 9 59.
GERDAMORTENSEN,A.M., Dean of Women with rank of Professor
B.S., University of Minnesota, I 923 ; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 19 17-2 I ;
Hankow Private School, Hankow, China, 1934-3 5. A t Augsburg since 1923.
ARTHURNASH,Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U.S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50. A t Augsburg since
1922.
EDORC. NELSON, M.Ed., Associate Professor of Physical Education and Coach
of Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. A t Augsburg since
1946.
I I4
/ Personnel
CATHERINE
NICHOLL,A.M., Instrzrctor in English
A.B., Hope College, 1953 ; A.M., University of Michigan, 1954. Teaching:
Colby Jr. College, 1954-51; Bradford Jr. College, 1955-56; South Oregon
College, 1956-57. A t Augsburg since 1957.
NORMANL. NIELSEN,A.B., B.Th., Vire President in Charge of Development
A.B., Augsburg College, 1944; B.Th., Luther Seminary, 1947. Additional
Study: Boston University. Pastor: Minot, N. D.; Minneapolis, Minn. A t
Augsburg since I 95 8.
IVER B. OLSON,M.A., S.T.D., Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
SULAMITOZOLINS,Cand. Phil., Instructor in French
Cand. Phil., University of Marburg, Germany, 1948
KARLISOZOLINS,B.A., Th.B., Assoriate Librarian with rank of Assistant Prof essw
A.B., Augsburg College, I 9 7 I ; B.Th., Augsburg Theological Seminary,
195 2. Additional Study: University of Marburg, Germany; University of
Minnesota. A t Augsburg since 195 5.
HOWARD
E. PEARSON,A.M., Assistant Professor of Physical Education
A.B., Augsburg College, 1953; A.M., University of Minnesota, 1977. A t
Augsburg since I 9 5 6.
ANNE PEDERSON,A.M., Professor o f English
A.B., Augsburg College, 1932; A.M., University of Minnesota, 1945. Additional study: Minnesota, Columbia, Pennsylvania. Teaching: High School,
1945-46; San Mateo Junior College, California, one semester, 1946. A t
Augsburg 1932-44 and since 1946.
KATHERINEPETERSON,M.S., Assistant Professm of Home Economics
B.S., South Dakota State College, 1936; MS., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools
in South Dakota, 1936-38; University of Minnesota, 1940-76. A t Augsburg since 1956.
LAVONNE PETERSON,A.M., Assistant Professor of Physical Edtccation f o 7
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 195 3. Additional study: Minnesota, Montana, MacPhail School of Music. A t Augsburg
since 1950.
Personnel /
II5
OVE J. H. PREUS,Ph.D., Assistant Professor of English
A.B., L&er College, 1 9 4 8 ; A,M., Unimrsiry of kliiinnesota, 1918;Ph.D.,
,958. Additional Study: University of MonrpeIIier, Frmcc, 1949-50;
University of Edinburgh, Scotland, 1 9 5 0 - T I ; Shakespeue Institute, Srratford, England, 1950. Teaching: Luther a l l e g e , r g ~ r - 1 2 ;St. Olnf Collcgc,
I ~ J Z - T ~A
. t Augsburg since 1 9 5 8 .
MARTINQUANBECK,
Ph.D., Professor of Education and Deun of the College
A.B., Augsburg College, 1929; A.M., University of Minnesota, 1933 ; Ph.D.,
1952. High School administration, Mantorville, Minn., 1929-36.Teaching:
Waldorf College, 1936-38.Registrar, Augsburg College, 1939-46; Dean,
1942-46 and since 1950. At Augsburg since 1938.
PHILIP A. QUANBECK,
Th.D., Associate Professor of Religion; College Cha@lain
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ROBERTT. SANDIN,B.D., Ph.D., Instructor in Philosophy
A.B., Bethel College, 1949;B.D., Bethel Theological Seminary, 1974;A.M.,
University of Minnesota, 195 6; J?h.D., University of Minnesota, 195 9.
Teaching: University of Minnesota, I 95 6-58; Northwestern College, 19 5 8-.
At Augsburg since 1958.
LELANDB. SATEREN,A.M., Professor of Music
A.B., Augsburg College, 1935 ; A.M., University of Minnesota, 1943.Additional study: Composition with Donald F e r g w n (Minneapolis), 1941-43.
Teaching: High School, 1935-39.Music Director, Radio Station KUOM,
University of Minnesota, 1940-43.Educational Director, Civilian Public
Service, 1944-46. At Augsburg 1941-43and since 1946.
A. MAYOSAVOLD,
A.B., Associate Professor of Music
A.B., Luther College, 1941.Additional study: North Dakota, Minnesota.
Teaching: Benson County Agriculture and Training School, Maddock, N.D.,
1934-37;Lamberton Public Schools, 1941-42and 1946-48.U. S. Armed
Forces I 942-45; Glenwood Public Schools, I 948- 5 2. At Augsburg since
R u m SEGOLSON,
M.S., Professor of Hmne Economics
B.S., University of Minnesota, 1927; M.S., 1938. Additional study: Minnesota and Syracuse University. Teaching: High School, 1925-28;University of Minnesota, 1928-44;Washington State College, summer 1936. At
Augsburg since I 944.
GEORGESOBERG,
A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926;C.T., Augsburg Theological Seminary, 1950.
Additional study: Minnesota. At Augsburg since 1926.
PAULG. SONNACK,
A.B., Th.B., Professor of Religion
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
I I6
/ Personnel
R u m SONSTENG,A.B., Instructor in Home Economics
A.B., Augsburg College, 1954. Additional study: University of Minnesota.
Teaching: Hinckley High School, 1955-56;Graduate Assistant, University
of Minnesota, 1956-57.At Augsburg since 1957.
ROBERTC. STENSTROM,
M.A., Instructor in Physics and Mathematics
A.B., University of South Dakota, 1957; A.M., University of South
Dakota, 1958. Teaching: University of South Dakota, 1956-58. At Augsburg since 195 8.
MERTONP. STROMMEN,
Th.B., Ph.D., Lecturer in Religion
A.B., Augsburg College, 1943;C.T., Augsburg Theological Seminary, 1944;
Th.B., 1951;A.M., University of Minnesota, 1955; Ph.D., 1960. Additional
study: Minnesota. Pastor: Mora, Minnesota, 1944-47.A.t Augsburg since
(Xu H.
SWENSON,A.M., Assirtant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 1947-49,1950-5I. Probation
Oflice, Hennepin County, 195 I-. At Augsburg since 1953.
AGNESB. TANGJERD,A.M., Associatg Professor of Library Science
A.B., St. Olaf College, 1920;B.S., in L.S., University of Minnesota, 1939;
A.M., 1944.Additional study: Minnesota. Zion Society for Israel, I 922-28.
Teaching: High School, 1929-36.Eau Claire Public Library, 1936-38. At
Augsburg since 1940.
P H ~ I PJ. THOMPSON,B.A., M.F.A., Instructor in Art
A.B., Concordia College, I 9 5 5 ; F.A.M., State University of Iowa, 195 8.
Teaching: State University of Iowa, 1957-58;Kokorno Extension of Indiana University, 195 8-59. At Augsburg since 1959.
GERALDH. THORSON,Ph.D., Professor of English
A.B., Augsburg College, 1943;A.M., University of Minnesota, 1948; Ph.D.,
Columbia University, 19f7.U. S. Army, 1943-46.Teaching: Wagner
College, 195I.A t Augsburg since 1946.
JOHN THUT, A.B., M.Mus., Associate Professor of Music
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929;M.Mus., I 936. Additional study: Minnesota, Northwestern University. Private work in singing with Rollin Pease, Charles LaBerge, Aksel
Schiotz. Special studies with Theodore Harrison and Martial Singher.
Teaching: Bethel College, 1924-27;American Conservatory of Music, 193 I44; Colorado State College of Education, 1946-47.Y W A War Prisoners
Aid, England and Belgium, 1944-46.A.t Augsburg since 1947.
Personnel /
I I7
VERATHUT,B.Mus., Instructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota, Master Class Work with Silvio
Scionti, Robyn hTormal Teachers Training Course; studied under Kurt
Wanieck. Teaching: American Conservatory of Music, 1926-46; Colorado
State College of Education, 1946-47. A t Augsburg since 1947.
JOEL S. TORSTENSON,
A.M., Ph.D., Professor of Sociology
A.B., Augsburg College, 1938; A..M., University of Minnesota, 1940; Ph.D.,
1959. Additional study: Minnesota. Director of Education and Public
Relations, Midland Cooperative Wholesale, 194 5 -47. A t Augsburg 193842 and since 1947.
ADELEF. TURRITTIN,
B.A., M.A., lnstructor in German
A.B., University of Wisconsin, 1931; A.M., University of Minnesota, 1950.
Teaching: Minneapolis High Schools, I 9 5 3-5 8; University of Minnesota,
1947-49. A t Augsburg since 1958.
B.A., M.Th., lnstrtlrtor in Religion
HAROLDTOLLEFSON,
A.B., Augsburg College, 1950; B.Th., Augsburg Theological Seminary,
1953 ; M.Th., Princeton Theological Seminary, 195 5. Additional Study:
University of Heidelberg Pastoral work: Coon Rapids, Minn. At Augsburg
since 1959.
HELENULVESTAD,
B.A., Instructor in Library Science
A.B., St. Olaf College, 1931. Additional Study: University of Minnesota.
Teaching: Jackson, Minnesota High School, Minneapolis Schools. At Augsburg since 1959.
ERLINGJ. URDAHL,A.M., Associate Professor of Biology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-55. Principal, Cannon Falls, Minnesota, 1935-41. At Augsburg since 1943.
P. A. SVEEGGEN,
A.M., Professor Emeritus of English
(Deceased, October 29, 1959)
A.B., University of Minnesota, 1908; A.M., 1909. Additional Study: Minnesota, Chicago. Teaching: University of Minnesota, 1908-10; Ellsworth
College, 1913-15. A t Augsburg 1915-19gz.
MANIVALD
ALDRE,M.S., Assistant Professor of Chemistry
(Deceased, November I , 19 5 8)
Diploma of Chemical Engineer, Estonian State University of Technology,
1941; M.S., University of Minnesota, 195 I. Additional study: Minnesota.
Teaching: Estonian State University of Technology, 1941-42. At Augsburg 1949-58.
I I8
/ Personnel
ALICE LINDGREN,B.A., Graduate Assistant in Biology
A.B., Augsburg, 1958. Additional Study: Minnesota. A t Augsburg 1958-.
OLIVERG. BERGH,B.A., B.Th., Instructor in Religion
A.B., Augsburg College, 1948;B.Th., Augdburg Seminary, 195 I. Additional
Study: Tokyo School of the Japanese Language and Culture, Luther Seminary. Teaching: Tokai Lutheran Bible Institute, 1956-57. A t Augsburg
1958-59.
ROBERTH. BOYD,M.Th., Ph.D., Lecturer in Old Testament, 1958-59;Profe~sor
of Old Testament, Luther Theological Seminary.
GLENN CARLSEN,B.A., B.Th., lnstructo~in Religion
A.B., Augsburg College, 1953;B.Th., Augsburg Seminary, 1956. A t Augsburg 1958-59.
WILLIAMM. CHASE,B.S., M.S., In~tructorin Business Administration
S.B., Montana State College, 1953; S.M., Montana State College, 1957.
Additional Study: Iowa State College. A t Augsburg 1958-59.
DENNISJ. GRUNDMAN,
B.B.A., Instructor in Business Administration
A.B.B., University of Minnesota, 1958.A t Augsburg 1958-59.
LYLE C. HALL,A.B., Instructor in Chemistry
A.B., Luther College, 1956. Additional Study: State University of Iowa,
University of Minnesota. At Augsburg, I 95 8 - 5 9.
JOHN V. HALVORSON,
C.T., B.Th., M.A., Lecturer in Old Testament, 1958-59.
Professor of Old Testament, Luther Theological Seminary.
JOHN H. KRUGER,B.Min.E., M.A., lnstructor in Business Administration
B.Min.E., University of Minnesota, 1955; A.M., University of Minnesota,
1958. A t Augsburg, 1958-59.
WALTERC. LARSON,B.A., M.A., Assistant Professor of Psychology and Education
A.B., Concordia College, 1950; A.M., University of Minnesota, 1957.
Additional Study: Chicago. At Augsburg I 958-59.
BRUCELUNKLEY,B.S., Instructor in Music
B.S., University of Minnesota, 1951.Additional Study: Minnesota. At
Augsburg 1955-y6,1958-59.
Personnel / I 19
GWENDOLYNMAYO,B.A., Ph.D., Assistant Professor of Chemistry
A.B., Vassar College, 1954; Ph.D., University of Minnesota, 1958. Teaching
Assistant: University of Minnesota, 19 54-56. A t Augsburg 1958-59.
ZETTA OSWALD,B.S., Instructor in Anatomy
S.B., University of Alberta, Canada, 1949. Additional Study: Minnesota.
Teaching: Royal Alexander Hospital, Edmonton, Alberta; St. Michael's
Hospital, Lethbridge, Canada. A t Augsburg 195 5-56, 1958-59.
MARYBELLE
RILEY, B.A., Instructor in Speech
A.B., Wheaton College, 1955. Additional Study: Minnesota. A t Augsburg
1958-59.
ESTHERE. REINECKE,B.S., B.L.S., Instr~rctorin Library Science
B.S., Northern State Teachers College, 1938; B.L.S., University of Denver,
1946. Additional Study: Colorado State College. At Augsburg 1958-59.
PAULETTEROBETORYE,B.A., Instructor in Spanish
A.B., Augsburg, 1954. Additional Study: Minnesota. At Augsburg 1958-59.
DONALDSHAMBLIN,B.A., M.A., Instructor in Spanish
A.B., Marshall College, 1952; A.M., University of New Mexico, 1957.
Additional Study: Minnesota. A t Augsburg 1958-59.
SHELDONL. TORGERSON,
B.A., B.Th., Instructor in Religion
A.B., Augsburg College, 1949; B.Th., Augsburg Seminary, 1952; Dip.Sup.,
Alliance Francaise, I 9 5 3. Teaching: Manasoa Private School, Madagascar,
1954-58. A t Augsburg 1958-59.
A.M., Associate Professor of Psychology
MARVINE. TRAUTWEIN,
A.B., University of Nebraska, 1935; A.M., Colummbia, 1940. Additional
study: Harvard, Hawaii, Minnesota. Teaching: High School, 1936-42;
Dean, Norfolk Junior College, 1942. U. S. Amy Air Force, 1942-46.
Staff, Education and Training OBicer, V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50 and
1953-55. A t Augsburg 1950-59.
ROBERTE. WRIGHT, B.A., LL.B., Instructor in Business Administration
A.B., Concordia College, 1951; LL.B., Valparaiso University, 1957. A t
Augsburg 1958-59.
Graduates
AUGSBURG COLLEGE, 1958
WITH THE
Almquist,
Anderson,
Anderson,
Anderson,
DEGREE OF
BACHELC
IR
.........
.......
James Arnold
.Spicer
Charles Harvey ..Minneapolis
Eugene M.
.Minneapolis
Marilyn Jeanne . . . ..Menahga
Bagley, Robert Lynn ............Gatzke
Bark, Paul Arhur ..........Hudson, Wis.
Beaman, Roger E. .......... .Minneapolis
Belkholm, Gudwren Ellingson
Minneapolis
b w r ~Vsmon R. ........... Clarkfield
Berg. Jack R. ............. . M i n n w Z b
Berge. Gerald P.
.Minneapolis
Bergex. UVonne Cynthia Veblen. S. Duk,
Bergtnm. R o w G.
..WinneupolLs
Bloomquist, Daniel Rudolph
San Francisco, Calif.
Boe, Ronald L. ............. ..Minneapolis
Boyum, Joyce Gertrude ... .Minneapolis
.Wyoming
Bullock, Richard W.
Bullock, Robert L. ...........Minneapolis
..........
......
........
........
Minneapolis
Carlson. Roger Alvin
.Nopeming
Cherne, John Edward
Christenson, Erwin William
Portefield, Wis.
.......
Danielson, Harland Peter . .Cadott, Wis.
Davidson. Glenn 0 . ..Charles City, Iowa
Dodds, Donald Jack
.Minneapolis
Eichstadt, Harlen Emin .... .Lamberton
Elias, LeRoi Thomas ...... .Minneapolis
Erickson. Dennis H. .............. W S
Erickson, Lynn Edwin Fairdale, N. Dak.
Evavold, Dale Edward .......... .Ashby
........
Flak, Lorents J. ............Minneapolis
Fleming, Micheal Hudson ......St. Paul
Fristedt, Conrad E. . . . . . . .Minneapolis
OF
ARTS
Johnson,
Johnson,
Johnson.
Johnson,
Johnson,
Betty J. ..........Minneapolis
C. Leroy ..........Minneapolis
Gwendolyn Syble ...... Mentor
Joy Lee Hutzell .. .Minneapolis
Wayne Charles
St. Paul
........
Kemmer. Grace Eileen Williston, N. Dak.
............Minneapolis
............Minneapolis
Lindell, Alice M.
Lindell, John L.
Lundquist, Elyce Ellen
..........Buffalo
Mackey, Lois R. ...........Mfnnmpolfa
Matala, Jon W. .............Minneupolfa
Miskowiec, John Jr.
.JTinn@apo?is
Myrvik, Donald A. ........ . M i n ~ ~ ~ p o l L ?
......
Nelson, Elaine Mae ..Blanchardville, Wis.
Niederloh. Janet M.
Chetek, Wis.
.......
Oakvik, Gerlald Charles ....Minneapolis
Ohlin, Paul Irving .......... Minneapolis
Ollila, Junia Lois ....Lake Worth, Fla.
Olson, Landis Jay ..........Minneapolis
Olson, Magne B. ...........Minneapolis
Olson, Patricia Ann Blanchardville, Wis.
Olson, Phyllis Knudson .... .Minneapolis
Olson, Richard Carl
Minneapolis
Olson, Roger A. .......... .Minneapolis
Osberg, Lorraine Phyllis ..Minneapolis
........
Pearson, Lucille Evelyn ... .Minneapolis
Petersen, Alan Helvig ..... .Minneapolis
Peterson,
Jerome F. ........ .Stanchfield
~
Radebach, Marshall D. ......Minneapolis
Reesnes, Alfred B. Jr. ... .Minneapolis
Rystad. Dennis 0. L. ...... .Minneapolis
Saure, Mabeth Louise ......Fergus Falls
Schmidt, Earl Amandus ....Crystal Bay
Schnebaum. William ..... .Minneapolis
Gllmme. Hugh
Mfnnea?wI%
Schulz. Davlci W.
.Minneapolis
Golie, Byron h'& ......... SacTerI Heurt Sideen. Wedey Thomas ...... .St. Paul
G r t q . Bonita Mad
IZemderaan
Stme. Ronald J. . . . . . . . .Minneapolis
Grmdmen. George Jon . B m k l y x . N.Y.
Stenberg. Thomas Alfred, Jr.
Gustafson, Raymond G. .. ...St. EIiletre
Minneauolis
Stiles, Joanne Darlene ....Circle, Mont.
Hagen. E. James ...........MtaneUpoIis
Studlien, LaVone Carolyn . .Minneapolis
Hagen. Kenneth George ... .Minnwpulk
Sylvester, Ione Lenore ....... .Starbuck
Hanson, Jacqolyn Lorraine
Duluth
Sylvester, Lucille Johnson . .Minneapolis
Harrington, Wayne Ervin .. .MinnenpIia
Harris, David Owen ..... Granite Falls
Thompson, Norman Ephriam
Heide, Darla Kjelstrom ....Minneapolis
Leonard, N. Dak.
Heide, Philip W. ............ Minneapolis
Tornquist, Lowell A. ...... .Minneapolis
Hellzen, Carl LeRoy ......... .Minneapolis
Turner, Gary E. ............Minneapolis
Hofstad, Lois V. .. .Glenwood City, Wis.
Wahlberg, Arden G. ........Minneapolis
Holman, Harvey L. ........Minneapolis
Wamik, Arnold H. ...........Minneapolis
Hovland, Anna Jane
Mora
Welch, Robert M.
.Minneapolis
West, William Lemore .........Clarkfield
Johnson, Arthur Neil .......Minneapolis
..............
...........
.........
......
.............
.........
.
Graduates /
1 2I
AUGSBURG COLLEGE, 1959
W
I
THE
~
DEGREE OF
BACHELOROF ARTS
Aaskov, June A. Cumberland Center, Me.
Allen, Lois L. ....................St. Paul
Almquist, Paul Hempel ..........Spicer
Andersen, Janet Louise ......Markville
Andersen. Sara Jane
Robbinsdale
Anderson, LeAnn Karen ..Walnut Grove
Anderson, Warren L. ......Minneapolis
......
.....
.Lamberton
Batalden, Charlotte D.
Benson, Norman V. ....... .Minneapolis
Berg, Ann Louise ..... .Porterfield, Wis.
Wanmka
Berg, John Allen
Berg, Lawrence J. ..........Minneapolis
Berg, Norman R. ..........Robbinsdale
.Lakefield
Berkness, Vernon Orville
Birkeland, Birgit Elizabeth
Northpod, N.Y.
Lamberton
Burreson, Dennis Basil
Byhre, Mary H.
.Minneapolis
............
....
......
.............
Carlson, Jerry D. ........... .Minneapolis
Casperson. Carl Christian .Minneapolis
Christensen, Paul James
"Stewart
Cooke, Janet Sylvia Spring Valley, Wis.
.
.....
Doren, Mary Mathilda
..........St.
Eldridge, Patricia Darlene
Fall, Ronald David
Fering, Charles A.
Paul
........Shafer
..............
Ivanhoe
Lambe~ton
...........
Gibson, Dennis F. ...............Lamberton
Grahn, Dale E.
.Minneapolis
Grahn, Theodore S. .........Minneapolis
Grant, Gaylord 0.
..Minneapolis
.Minneapolis
Green, Richard Reginald
Grill. Keith E.
.Caruthers. Calif.
Grupp, Delores M. .....LaCrosse, Wis.
Gustafson, Robert Hugo .....Minneapolis
...........
........
..
.......
Haack, Milton Gustav ........Plainview
Hagestuen. Donald John ......Starbuck
Hanson, James A. .........Minneapolis
Hawks, Franklin D.
Willmar
Heggem. Kenneth Clark
.Minneapolis
Heinonen, Margery Marie ..Minneapolis
Hemingway, G. Jerome
.Minneapolis
Hill, Rodney Elmer
Cokato
.Spring Vallql, Wis.
Hojem, Ruth E.
Horn, James K. ...........Minneapolis
.Minneapolis
Home, Harry James
Hulbert, Elsbeth M.
New York, N.Y.
...
............
...
...
............
.......
....
Jacobson,
Johnson,
Johnson.
Johnson,
Ronald Keith Marquette, Mich.
Corrine Joann ......Northf eld
Merton H. ...... .Minneapolis
.Savage
William Douglas
.....
Johnson, William F. ..Ryderwood, Wash.
Jorenby, Donald E. Blanchardville. Wis.
Juliot, Norman L. ........ .Minneapolis
Junkermeier, Larry K. ...........Spicm
.......
Kambak, Harold M.
.Minneapolis
Kim, Ock Hyung
.
- .......... Seoul. Korea
Kopka. Heinrich
Pine River
Kopp, Wilbur E.
.Minneapolis
Kvamme, Ardella E.
.Minneapolis
.............
.........
.....
Lake, Curtis M. .......... .Minneapolis
Lange. Gary D. ............Minneapolis
Lauen, LeRoy A. ............ .Minneapolis
Lindgren, Gordon Edward ......Anoka
Loftness, Lawrence D. .......Minneapolis
Lundahl, Margaret (Peggy) A.
Minneapolis
Lundeen, Walter W. ..........Annandale
Lyngdal, John Walter
.Duluth
...........
Manske, Myrtle J. ....... .Minneapolis
Martinsen. John Phillip
Menominie, Mich.
Martinson, Bonnie Jane ....Minneapolis
Matheson, Donald W.
.Minneapolis
Menken, Ruth E. ...............Litchjield
Miskowiec, Ronald G. .... .Minneapolis
Moen. Thomas Harold
.Minneapolis
Moritz, Robert D. ....Esthmille, Iowa
......
....
Neilsen, Harold Fredrich ..Minneapolis
Nelson, Hubert J. .........Minneapolis
Nelson, James Allen ........... .Dawson
Nelson, James John .......Minneapolis
Nordine, Shirley M. ........Minneapolis
Newquist, Reidun Hartmark Minneapolis
Nystuen, Joseph Philip ......Northfield
....
Olsen, Willard L.
Watertown, S.D.
Olson, Donald C.
.Minneapolis
Olson, Douglas 0.
.Minneapolis
Olson, Lee B. ........... .Cannon Falls
Overby, Richard N. ............Mound
.........
.........
Palo, Hildegarde Hokanson ..Minneapolis
Palo. Rudolph L. ..........Minneapolis
Pearson, Vivian K. Skor
.Minneapolis
Peterson, Eugene S.
.Jackson
Peterson, Gerald Simon ... .Minneapolis
Peterson, Nadia M. Christensen
Minneapolis
Peterson, Robert D. ....... .Minneapolis
Pulkrabek, Carol Rose
.St. Paul
Pundy, Eileen Marion ......Minneapolis
..
..........
.......
Quanbeck. David H. ........Minneapolis
Quanbeck, Norman J.
Bertha
..........
Quanbeck, Stanley Dwight
..Minneapolis
.............. Ashby
.... ..Minneapolis
Ringstad, David J.
Romo, Luther Edward
Sabo, Martin Olav
........Alkabo,
N.D.
.....
Sallen, Donald Arthur
.Minneapolis
Saugestad, Edwin J. .......Minneapolis
Schwarzkopf, Inez Olson ..Minneapolis
Selander, Arlene B. ............Cokato
Shih, Tai-fu ............Taipei, Taiwan
.Minneapolis
Sletten. Richard Glenn
Smith. William Albert ......Minneapolis
........Minneapolis
Solomon, Morton B.
Strand, Theodore Hagen
Svanoe, Rennard Gale
....Minneapolis
.... .Minneapolis
..........
Thorson, Dale B.
.Minneapolis
Tischer, Talvryn T. ...... ..Minneapolis
Torstenson, Gale L. .......... .Dawson
..Sun P ~ a i ~ i eWis.
,
Twiton, Mary Ann
Walden, Klara A. .............Willmar
Wennerlind, James William Minneapolis
West, Stuart E.
Cla~kjield
Willmar
Westphal, Carolyn J.
..
...............
...........
.....
Zielke, Carolyn Margaret
..Minneapolis
AUGSBURG THEOLOGICAL SEMINARY, 1958
WITH T H E
DEGREE OF
BACHELOROF THEOLOGY
Gusdal, Delmar M.
Erickson, Manitoba, Canada
Halvorson, Arvin H. G a k s b u ~ g ,N. Dak.
.Madela
Nelson, Philip A.
.............
Holmes. Arthur W. ....... .Ki~kland,Wn.
.Hoffman
Shiell, Wendell C.
Shultz. Arthur ............ .Spokane, Wn.
Steinbrecher, Wayne G.
.Long Siding
...........
...
AUGSBURG THEOLOGICAL SEMINARY, 1959
Dreyer, Earl E. ............Ferndale. Wn.
Evavold, Charles A.
.Battle Lake
Fullilove, Harry H. ..London, England
Nevin, LeRoy E.
.Cumberland, Wk.
.......
.....
Anderson Kenneth L.
Anderson, Norman E.
Hagestuen, Richard M.
Swenson, Jasper
.......Owatonna
.......Lamberton
....... . S b b u c k
.............Rendricks
Enrollment Summary
STUDENT ENROLLMENT. 1958-1 959
College
Class
Senior . . . . . . . . . . _
Junior ..................
Sophomore ............
Freshman . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . .
Fr. Nurse (D H.! ..... , . . .
Jr . Nurse (D H.) . . . . . . . . .
Fr Nurse (F H.) .........
Fr Nurse (S H.) . . . . . . . .
Evening Students (only) ....
TV Students (only) . . . . . . .
.
.
.
.
.
.
Total
First Semester
Men
Women
Total
83
107
117
191
32
30
45
68
167
11
37
32
113
152
185
358
43
37
32
46
99
14
12
46
2
1
-
. . . . . . . . . . ., 533
99
12
11
Second Semester
Men
Women
Total
78
109
113
175
32
29
46
64
153
14
107
155
177
328
46
A
558
TOTAL COLLEGE ENROLLMENT. Y 958-7959
Claw
Men
85
Senior . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . .
113
Sophomore . . . . . . . . . . . . . . . . . .122
Freshman . . . . . . . . . . . . . . . . . . .211
Special . . . . . . . . . . . . . . . . . . . . . 42
Fr. Nurse (D H.) . . . . . . . . . . . . . . .
Jr Nurse (D. H.) . . . . . . . . . . . . . . .
Fr Nurse (F. H.) . . . . . . . . . . . .
Fr Nurse (S H.) . . . . . . . . . . . . . . . .
Evening Students- (only) ..........
2
N Students (only) . . . . . . . . . . . . . . 1
.
.
.
.
.
-
Total
. . . . . . . . . . . . . . . 576
.
Women
Total
31
48
73
168
18
37
32
46
99
13
11
116
167
195
379
60
37
32
46
.
99
15
12
576
THEOL0GICA.L SEMINARY. 1958-1959
Semester I
Men
Third Year . . . . . . . . . . . . . . . . . .
Second Year . . . . . . . . . . . . . . . .
First Year . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..................
.6
7
9
1
Semester II
Men
6
7
9
Total
Men
6
7
9
-
.
1
.
23
22
n
TOTAL ENROLLMENT. 1958-1959
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
576
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Total
-
.............................
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
0
-
Total
23
.
..................................
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . ., . . . .
1175
2
.
STUDENT ENROLLMENT. 1959-1960
College
Class
Men
Senior . . . . . . . . . . . . . . . . . . 91
Junior . . . . . . . . . . . . . . . 100
Sophomore . . . . . . . . . . . . . 114
Freshman . . . . . . . . . . . . . . . . 265
Special . . . . . . . . . . . . . . . . . . 37
Fr. Nurse (D. H.) . . . . . . . . .
Jr Nurse (D. H.) . . . . . . . . .
Fr. Nurse (F. H.) . . . . . . . . .
Fr. Nurse (S H.) . . . .
Evening Students (only) . . . .
2
36
44
89
171
13
42
29
45
95
21
127
144
203
436
50
42
29
45
95
29
-
615
585
1200
.
.
Total
,
............
Second Semester
Total
Men
Women
36
122
86
43
145
102
85
199
114
164
412
248
13
52
39
First Semester
Women
Total
.
TOTAL COLLEGE ENROLLMENT 1959-1961)
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . .
Special
....... . . . . . . . . . . . .
Fr Nurse (D. H.) . . . . . . . . . . . . . . .
Jr . Nurse (D. H.) . . . . . . . . . -- . . .
Fr Nurse !F . H.) . . . . . . . . . . . . .
Fr Nurse (S H.) . . . . . . . . . . . .
Evening Students (only) . . . . . .
.
.
.
.
Women
36
44
90
176
18
42
29
45
95
26
.
601
Enrollment Summary /
I2 5
THEOLOGICAL SEMINARY. 1959-1960
Semester I
Men
7
Third Year . . . . . . . . . . . . . . . . . . . . . .
Second Year . . . . . . . . . . . . . . . . . . . . . 8
First Year . . . . . . . . . . . . . . . . . . . 11
Special . . . . . . . . . . . . . . . . . . . . . . . 2
-
Total
....................
Semester II
Men
7
7
11
1
Total
Men
7
8
11
2
.
.
26
28
28
TOTAL ENROLLMENT. 1959-1960
College
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
665
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
.
-
Total
..........................
,
........
1266
Seminary
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
0
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
28
.
..................................
Total enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . - . . . . . . . .
.
1294
3
.
SUMMARY OF GRADUATES
Seminary
Total
.....................................
679
College
. . . . . . . . . . . . . . . . . . . . . . . . . . . 2320
Graduates-1870-1957
Graduates-1958 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Graduates-1959 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Total
...................................
2538
3217
Index
Page
Academic Administration
.......... " 3 5
Accounts. Payment of ............. - 1 7
Page
Economics . . . . . . . . . . . . . . . . . . . . . . . 6 9
Education. elementary .......... .65. 87
.......................6
. . . . . . . . . . . . . . . . . . . . 105
Administrative Staff . . . . . . . . . . . . . . .1Db
Admission. College . . . . . . . . . . . . . . . . .1
!.3
Admission. Seminary . . . . . . . . . . . . . . . -94
Advanced Standing . . . . . . . . . . . . .36. 95
Aims. Fundamental . . . . . . . . . . . . . . . .B. 9
Alumni Association. The ............. 11
Archives. The ...................... 11
Art. Department of . . . . . . . . . . . . . .58. 71
Athletics .......................... 32
Attendance. Chapel ................ 23
Attendance. Class . . . . . . . . . . . . . . .38. 95
Audio-visual Education ............. 13
Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Education. secondary . . . . . . . . . . . .67. 86
Electives .......................... 41
Elimination of Students ............ - 3 7
Employment . . . . . . . . . . . . . . . . . . . .2?,
96
Engineering. Pre-Engineering Course . . .91
Accreditation
Administration
Biology. Department of
. . . . . . . . . . . . .75
Bwrd. Cost of . . . . . . . . . . . . . . . . . . . . 16
B w r d of Trustees . . . . . . . . . . . . . . . . . 1134
Buildings . . . . . . . . . . . . . . . . . . . . . . . . . 13
Business Administration. Curriculum . . .89
Business Administration and Economics .69
Calendar
Evening School . . . . . . . . . . . . . . . . . . . . 15
Examinations . . . . . . . . . . . . . . . . . . .38. 39
Expenses ................. .16. 17. 95
Faculty. The
...............
Fees . . . . . . . . . . . . . . . . . . . . . .
Financial Assistance . . . . . . . . . .
Financial Information . . . . . . . .
Finonciol Support and Control
Fine Arts . . . . . . . . . . . . . . . . . .
Food Service . . . . . . . . . . . . . . .
Forensics . . . . . . . . . . . . . . . . . . .
French . . . . . . . . . . . . . . . . . . .
General Education Requirements . . . . . .40
. . . . . . . . . . . . . . . .7
. . . . . . . . . . . . . . . . . . . . . . . .62
German . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4
Grade Values . . . . . . . . . . . . . . . . . . . . .39
Graduates . . . . . . . . . . . . . . . . . . . . . . . 120
Church History [Seminary) . . . . . . . . -100
............
Classification of Students
37
Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Cc-curricular Program . . . . . . . . . . . . . .31
Committees of the Faculty . . . . . . . . . .t 06
Community Life . . . . . . . . . . . . . . . . . . . . 23
Conditions . . . . . . . . . . . . . . . . . . . . .39. 96
Control. Financial Support and . . . . . . .10
Convocation . . . . . . . . . . . . . . . . . . . . . . . 24
Coordinator of Student Activities .... - 2 8
Counseling . . . . . . . . . . . . . . . . . . . . . . . . 25
Courses of Study . . . . . . . . . . . . . . . .42. 98
. . . . . . . . . . . . . . . . . . . . . . . .41.
Curriculums
42
. . . . . . . . . . . . . . . . . . . . . . . 84
. . . . . . . . . . . . . . . . . . . . . . . 39.
Dentistry. Pre-Dental Courses
Discipline
49
..................... -37
Chapel Service. The . . . . . . . . . . . . . . . .23
Chemistry . . . . . . . . . . . . . . . . . . . . . .76. 88
Degrees
.............
. . . . . . . . . . . . . . . . . . . . . . . . 4. 5
Cancellation
Credits
English. Department of
Enrollment . . . . . . . . . . . . . . . . . . . . . . . 123
Entrance Requirements. College ...... 35
........
97
92
. . . . . . . . . . . . . . . . . . . . . . . ..28
Distinction. Degree with
.............
41
............. 43
Dramatics . . . . . . . . . . . . . . . . . . . . . .3T. 53
Divisional Organization
General
Information
Geography
Graduates-(1 87@1959), Summary of 125
Graduation Requirements . . . . . . . .39, 97
. . . . . . . . . . . . . . . . . . . . . .21
Grants-in-aid
Greek, New Testament
. . . . . . . . . . . . . 48
Health and Physicol Education
....... 81
. . . . . . . . . . . . . . . . . . . . . 26
Hebrew . . . . . . . . . . . . . . . . . . . . . . .49. 98
High School Teaching. Curriculum . . . . . 86
Health Service
Historical
Sketch
................... 7
.............. 6 0
History. Department of
Home Economics
. . . . . . . . . . . . . . . .73,
87
. . . . . . . . . . . . . . . . . . . . . . . . 102
Honor Points . . . . . . . . . . . . . . . . . . .3Q. 41
Honors . . . . . . . . . . . . . . . . . . . . . . . . 33. 41
Homiletics
Hospital Affiliation . . . . . . . . . . . . . . . . . 15
Housing .......................... 26
Humanities. Division of the
..........48
Index /
Page
Incompletes . . . . . . . . . . . . . . . . . . . . . . . 39
Intercollegiate Athletics. Purpose and
Philosophy of . . . . . . . . . . . . . . . . .33
Introduction t o Augsburg . . . . . . . . . . . .6
. . . . . . . . . . . . . . . . . . . . . . . 52
Journalism
Junior Year Abroad
. . . . . . . . . . . . . . . . 15
Laboratories. Natural Science
. . . . . . . . 14
. . . . . . . . . . . . . . . . . . . . . . . . . . . .48
.
Law, Pre-Law Courses . . . . . . . . . . . . . . -89
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Library Science . . . . . . . . . . . . . . . . . . . .68
Loan Funds . . . . . . . . . . . . . . . . . . . . . . . 18
Latin
Location
. . . . . . . . . . . . . . . . . . . . . . . . . . .2
I 27
Page
19
............
........................
Prizes. Scholarships and
Probation
Psychology
37
. . . . . . . . . . . . . . . . . . . . . . . . 64
....................... 3 0
........................... 8
........................... 26
Publications
Purposes
Records
. . . . . . . . . . . . . . . . . .24, 28,
...........................
Recreation
Refunds
Registration
Registration,
32
18
. . . . . . . . . . . . . . . . . . . . . . -36
Change of . . . . . . . . . . . .3 7
Religion ond Philosophy, Division of
. . .44
Religious Program . . . . . . . . . . . . . . . . -23
Residence Requirement . . . . . . . . . . . . . .41
Room Costs
. . . . . . . . . . . . . . . . . . . . . .I 6
Maiors . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Mathematics, Department of . . . . . . . . . 8 0
Scandinavian Language and Literature 54
Medical Staff . . . . . . . . . . . . . . . . . . . . .106
Medical Technology . . . . . . . . . . . ..15, 90
Scholarships and Prizes . . . . . . . . . . . . .19
Secretarial Studies . . . . . . . . . . . . . . . .71
Medicine, Pre-Medic Courses
. . . . . . . . . 92
. . . . . . . .93
. . . . . . . . . . . . . . .96
Secretarial Work Curriculum
Membership in Educational Associations 6
Seminary,
Ministry, Preparation for the
. . . . . .84, 95
. . . . . . . . . . . . . . . . . . . . . . . . . . .40
Missionary Work, Preparation for . . . .85
Seminary, Courses of Study
Minors
Seminary, Expenses
Modern Languages, Department of . . . .54
Museum, The . . . . . . . . . . . . . . . . . . . . . 13
Seminary, Faculty . . . . . . . . . . . . . . . . 107
Seminary, Graduation and Degrees . . . 97
Seminary Internship . . . . . . . . . . . . . . . . 96
Music, Department of
. . . . . . . . . . . . . . .56
Music Fees . . . . . . . . . . . . . . . . . . . . . . . . 17
Musical Organizations . . . . . . . . . . .32, 58
Admission
. . . . . . . . . 98
. . . . . . . . . . . . . . . . .95
Social and Recreational Activities . . . . .24
Social Sciences, Division of the . . . . . . .60
Social Work Curriculum
Sociology, Department of
. . . . . . . . . . . .89
. . . . . . . . . . .63
Natural Sciences and Mathematics,
Division of . . . . . . . . . . . . . . . . . . . . 75
New Testament (Seminary) . . . . . . . . - 9 9
Span . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
. . . . . . . . . . . . .5 4
. . . . . . . . . . . .42
Schools of . . . . 15
Speech, Department of . . . . . . . . . . . . .52
Student Activities, Coordination of . . . . .28
Norwegian,
Courses in
Numbering of Courses
Nursing. Affiliation with
Nursing, Pre-Nursing Courses
Old Testament (Seminary)
. . . . . . . . . . . 98
. . . . . . . . . .31,
32
. . . . . . . . . . . . . . . . . . . .26,
98
Organizations, Student
Orientation
........ 91
Parish Work. Preparation for . . . .
Pastoral Theology . . . . . . . . . . . . . .
Payment of Accounts . . . . . . . . . . . .
Personnel Services. Student
Philosophy. Department of
Physical Education
.....
......
............
Physics. Department of . . . . . . . . . .
Placement Service far Graduates
.
............
................
Plant. The Physical
Political Science
Polity. Worship. and Parish Work . . . . 102
Practical Theology . . . . . . . . . . . . . . . .102
Special Programs of Study
. . . . . . . . . . 15
Student Community Life . . . . . . . . . . . . .23
Student Government . . . . . . . . . . ..29, 96
Student Personnel Services
. . . . . . . . . .25
. . . . . . . . . . . . . . . . . . . . . . . . . .4 2
Svstematic Theolwv
.. . . . . . . . . . . . . . . .101
Symbols
Table of Contents . . . . . . . . . . . . . . . . . .3
Teacher's Certificate . . . . . . . . . . . . . . . 86
. . . . . . . . . . . .86. 87
. . . . . . . . . . . . . . . . . . . . . . . .25, 38
Theological Seminary. Augsburg . . . . . -94
Teaching Curriculums
Testing
Theology. College Preparation far . .84. 95
Transfer and Advanced Standing
Trustees. B w r d of
Tuition and Fees
. .36.
95
. . . . . . . . . . . . . . . . . 104
. . . . . . . . . . . . . ..16. 17
University Courses ................. 37
Upper Division Requirements
-41
........
AUGSBURG IS CURRENTLY ENGAGED
IN A MAJOR CAMPUS EXPANSION AND
EDUCATIONAL DEVELOPMENT PROGRAM
PICTURED
AT RIGHT is the campus master plan scheduled for completion
by 1979. Objectives are timed to four 5-year phases. Total cost is
estimated at $8,000,000.
Goals for Phase I, ending in 1964, include an auditorium-gymnasium,
student union, men's and women's dormitories, additional land acquisition and campus improvements. Goals for educational development
during this same period include additional research and instructional
equipment, strengthening faculty salaries and larger student scholarship
funds.
The first building objective, "Si Melby Hall," is under construction
and scheduled for completion in early 1961. A $1,100,000 building, it
will serve campus needs in physical education, inter-collegiate athletics,
chapel services, convocations, student social life and church and community events.
The development program states as its purpose
"to challenge and enlist the active assistance and gift support
of a continuously growing corps of friends in order to bring
the college to the fulfillment of its destiny."
Joining the administration, board of trustees and faculty for this
purpox are volunteers representing the community, corporations,
parents, alumni, students, church and friends of the college. These
volunteers work with and through a Development Council.
Opportunities for gift support are regularly made available in a
manner matching the individual donor's interest and ability. Many are
thus supporting the college through a gift-a-month patron plan,
memorial gifts, the Thousand Dollar Club, or various special gifts
iccluding bequests, life insurance and a life income plan with favorable
tax benefits to the donors.
The college seeks from each concerned friend of Christian Higher
Education his special skill, thoughtful counsel, constructive evaluation
and support in prayer on behalf of Augsburg.
Inquiries concerning gift opportunities are invited and should be
addressed to Mr. Norman L. Nielsen, Vice President for Development,
Augsburg College, Minneapolis 4, Minnesota.
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1956
-
1957
and
1957
-
1958
ANNOUNCEMENTS FOR
1958
- 1959
and
1959
VOL. XX, NO. 1
-
1960
CATALOG NUMBER
JANUARY-FEBRUARY, 1958
THE AUGSBURG BULLETIN
Published bimonthly and one... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1956
-
1957
and
1957
-
1958
ANNOUNCEMENTS FOR
1958
- 1959
and
1959
VOL. XX, NO. 1
-
1960
CATALOG NUMBER
JANUARY-FEBRUARY, 1958
THE AUGSBURG BULLETIN
Published bimonthly and one additional
issue in April
by Augsburg College and
Theological Seminary at Minneapolis, Minnesota. Enfered as second-class matter March
21. 1947, at the post osce at Minneapolis, Minnesota, under the act of August 24, 1912.
LMLLNUAK
1957
1958
SEPTEMBER
S
M
T
W T
F
MAY
JANUARY
S
S
M
T
W
T
F
S
S
M
T
W
T
F
S
1 2 3 4 5 6 7
1 2 3 4
1 2 3
8 91011121314 5 6 7 8 91011 4 5 6 7 8 9 1 0
15161718192021 12131415161718 11 121314151617
29 23 24 25 26 27 28 19 20 21 22 23 24 25 18 19 20 21 22 23 24
99 30
95 26 27 28 29 30 31
26 27 28 29 30 31 -
OCTOBER
FEBRUARY
1 2 3 4 5
1
6 7 8 9101112 2 3 4 5 6 7 8
13141516171819 9 1011 1213 1415
2021 2223242526 161718192021 92
93 24 25 26 27 28
27 28 29 30 31
JUNE
1 2 3 4 5 6 7
8 91011121314
15161718192021
22232425262728
29 30
MARCH
NOVEMBER
1
1 2
2 3 4 5 6 7 8
3 4 5 6 7 8 9
1011 1213141516 9 1011 1213 1415
1 7 1 8 1 9 2 0 2 1 2 2 ~ 161718192021 22
24 25 26 27 28 29 30 $: 32; 25 26 27 28 29
JULY
1 2 3 4 5
6789101112
13141516171819
20912223242526
27 28 29 30 31
DECEMBER
1 2 3 4 5 6 7
8 9 1011 1 2 1 3 1 4
15161718192021
29 23 24 95 26 27 28
29 30 31
APRIL
AUOUST
1 9
1 9 3 4 5
6 7 8 9 1011 751 3 4 5 6 7 8 9
13141516171819 I011 1P13141516
20 21 22 23 24 25 96 t J 10 1990 21 29 23
27 28 29 30
g 2526Q7282930
M
T
W T
F
MAY
JANUARY
SEPTEMBER
S
S
S
M
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W
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F
S
1 2 3
1 2 3 4 5 6
7 8 910111213 4 5 6 7 8 9 1 0
14151617181920 11 121314151617
91222324252627 18192021222324
35 26 27 28 29 30 31
28 29 30
S
M
T
W
T
F
S
1 2
3 4 5 6 7 8 9
1011 12131415 16
17181920212223
$: 25 26 27 28 29 30
FEBRUARY
JUNE
OCTOBER
1 2 3 4 5 6
1 2 3 4 5 6 7
1 2 3 4
5 6 7 8 9 1011 8 9 1011 191314 7 8 9 1011 1213
12131415161718 15161718192021 14151617181920
19 20 21 22 23 24 25 19 23 24 25 26 27 28 21 22 23 24 25 26 27
98 29 30
96 27 28 29 30 31
NOVEMBER
MARCH
JULY
1 2 3 4 5 6 7
1 2 3 4
1
9 3 4 5 6 7 8 8 9 1011 121314 5 6 7 8 9 loll
9 1011 12131415 15161718192021 12 1314151617 18
161718192021 22 92232425262728 192021 22232425
96 27 28 29 30 31
24 25 26 9 7 28 29 99 30 31
::
DECEMBER
APRIL
AUGUST
I 2 3 4 5 6
1 9 3 4
1
7 8 9 1011 1213 5 6 7 8 9 1011 4 3 4 5 6 7 8 ,
1415 161718 1920 19 13 1415161718 9 1011 1 2 1 3 7 4 1 5
21222324252627 192021 22232425 u 1 7 ' I 8 1 9 9 0 1 1 22
9 8 29 30 31
2627282930
g i g 9596372%29
TABLE OF CONTENTS
PAGE
4
Academic Calendar
-
General Information
5
----
Financial Information
14
Student Community Life The College -
-
Academic Administration
-
21
34
--34
-
42
Curriculums
-
Courses of Study
53
Division of Religion and Philosophy
55
Division of the Humanities ....-.
59
--
Division of the Social Sciences
Division of the Natural Sciences and Mathematics
General Requirements
96
-.--.
Courses of Study
.
96
1
0
0
-----
Board of Trustees
Administration
86
...........-...-----
--
The Theological Seminary
107
-
,.--lo8
-109
Committees of the Faculty
The Faculty
--
Graduates
Student Enrollment
Index
72
1
D
-m
-
1
0
-
-120
1
2
3
.--.I26
,
CALENDAR
1958 - 59 and 1959 - 60
FIRST SEh4ESTER
Sept. 11-16
Freshman Days
Sept. 10-15
Sept. 11, 16
Registration
Sept. 14, 15
Sept. 17
College classes begin
Sept. 16
Sept. 17
Seminary convenes
Sept. 16
s p t . 17
Late registration fee
Sept. 16
Oct. 24-26
Homecoming
Oct. 23-21
Nov.
End of first half of semester
Nov.
Nov. 27, 28
Thanksgiving recess
Nov. 26, 27
Dec. 19, 4:zo p.m.
Christmas ,recess begins
Dec. 18, 4:zo p.m.
Jan. j, 8:00 a.m.
Classes resume
Jan. 4. 8:00 a.m.
Jan. 19-23
College examinations
Jan. 20-26
Jan. 20-23
Seminamry examinations
Jan. 21-26
Jan. 23
First Semester ends
Jan. 26
Jan. 16-29
Registration for Second
Semester
Jan. 18-Feb.
12
I2
I
SECOND SEMESTER
Feb. 2, 8:00 a.m.
Classes begin
Feb. 3. 8:00 a.m.
Feb.
2
Late registration fee
Feb. 3
Feb.
12
Lincoln's Birthday
Washington's Birthday
April 3
End of first half af semester
Feb.
22
April
I
Maroh 2j, 4:20 p.m. Easter recess begins
April 13, 4:zo p.m.
March 3 I , 8:oo a.m. Easter recess ends
April 19, 8:00 a.m.
May
Seminary Commencement
May 27
May 25-29
Collage Examinations
May 27-June 3
May 30
Memorid Day
May 30
May 31
Bac,cala.ureate Service
June 5
June
College Commencement
June 6
22
I
GENERAL INFORMATION
PURPOSE
Augsburg College is a four-year liberal arts college sponsored by
the Lutheran Free Church for the purpose of giving young people
an opportunity to obtain a broad education in a Christian en\''Ironment. In addition to securing a general education at the college level,
students may prepare themselves for such vocations as high school teaching, business administration, social work, medical technolog!-, secretarial work, parish work, and missions. They may prepare for further
study in the fields of dentistry, engineering, law, medicine, nursing, and
theology, as well as for graduate study in various fields.
Augsburg Theological Seminary, with its facilities on the same campus, offers a three-year course of study leading to a Bachelor of
Theology degree. Its chief purpose is to prepare pastors and missionaries for the Lutheran Free Church.
LOCATION
Augsburg College and Theological Seminary is located in the Riverside Park area of hlinneapolis. rrithirl t r a l k i ~ pJ i s t a n c ~uf the main
I~usir~ess
section 01 tl~rcil!. Science Hall. containing the administration cifficeh. is located at lhe corner nf 5 e ~ e n t hStreet and Twenty-first
A\eriue South. .Iugshurg studenb have tlic a d r a ~ ~ t a gofe getting their
~ o l l t : ~ ceducalion
:
i n a metropolitan renter pulsating with industrial.
social. and cultural activitira. They hare acre33 to libraries. museums.
a11tl art ccrllcctiarls. The! m a v hear the best in music and lectures.
Minneapolis is recognized throughout the nation as a vital center of
relieil~ui life and nctitily. Out5ta11dii1gleaders in many Gelds both
from ,,her part9 of hrncrica and from fureipri ct~untriesare frequent
vi~iit~rb.
College students iu t l ~ r . Twill Cities have abundant opportunity tn contact conternporar?- :llnerican life a t one of its foc:aI points.
ACCREDITATION
Augsburg College is accredited by the North Central Association
of Colleges and Secondary Schools, the regional accrediting agency
for colleges and universities. It is approved by the Minnesota Department of Education for the training of secondary school teachers. The
teacher education program in home economics has been approved for
the preparation of teachers of federally aided high school departments
in this field.
AUGSBURG
COLLEGE
AND
THEOLOGICAL
SE~ARY
HISTORICAL SKETCH
Augsburg was begun as a seminary in 1869, at Marshall, Wisconsin.
It was the first theological seminary founded by Norwegian Lutherans
in America. Through an arrangement with a private institution known
as Marshall Academy, the Seminary was at first housed in the academy
building. Students who needed further preparation in academic subjects were to obtain this in the academy. This arrangement failed to
work out satisfactorily; so the seminary moved to a private dwelling,
where classes continued until 1872. In the autumn of that year Augsburg Seminary was removed to Minneapolis, Minnesota, where a
building had been erected for its use. In the same year the school was
incorporated under the laws of Minnesota. The aim of the institution
was to train ministers for the Lutheran congregations which were being
organized in growing numbers in the pioneer settlements that were
spreading rapidly over the Northwest.
The college was established when it became evident that in order
to get students who were adequately prepared for theological study
a college department was needed. In 1874 a college curriculum was
planned which provided for one year of preparatory studies and four
years of college work along two lines, a classical course to prepare
students for theology, and a scientific course to prepare for other
professions. The latter course, however, was later discontinued, partly
for lack of funds and partly because too few students selected the
course. The first college students were enrolled in 1874 and the first
class was. graduated in 1879.
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 1933. In the years 1916-1919 the college course
was thoroughly revised. As a result of this and of subsequent growth,
the earlier classical course was greatly modified and supplemented by
social and scientific studies and a more general emphasis upon the
study of the humanities. In recent years there has been continuous
study and modification of the curriculum including the introduction
of a number of new majors to meet the developing needs of the students. The Divisional organization was adopted in 1945. At the present
time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
Recent years, especially since the close of World War 11, have witnessed a greatly increased enrollment and a corresponding expansion of
physical facilities both in campus area and in buildings.
In the Theological Seminary there has likewise been a continuing
revision of the curriculum and the addition of new courses to meet
changing needs. The requirement of a six-month period of internship
was added in 1939. Standards of admission have been raised so
that a bachelor's degree or equivalent is now the required scholastic
preparation.
While the Theological Seminary has its own organization, the Seminary and the College continue to function in close cooperation and as
integral parts of one institution.
Five presidents have served Augsburg during the course of its history. The terms of office of two of these cover a span of over half a
century. The first president was August Weenaas, who served from
1869 to 1876. He was succeeded by Georg Sverdrup, 1876 to 1907.
Sven Oftedal served from 1907 to 1911 and was followed by George
Sverdrup, whose term extended from 1911 to 1937. H. N. Hendrickson
served as acting president from 1937 until 1938. Bernhard Christensen,
the present president, has served since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that in the Christian religion
there are revealed the most basic truths concerning both man and
God, and that Christianity is the fundamental force for good in human
life and society. All the aims of the College, as well as those of the
Seminary, are integrated with this principle.
Students who enroll at Augsburg are invited to take up their college
work with the distinct understanding that the Christian spirit is determining in all things. They are expected to cooperate wholeheartedly in
the program of the school towards that end. The entire program of the
school, curricular and extra-curricular, and the discipline necessary to
make possible the carrying out of this program, spring from the aim
"to see all things through the eyes of Christ."
To express more distinctly some major aspects of its program of
Christian higher education, the following statement of aims has been
formulated by the college faculty:
T o lead the student to a deeper understanding; and personal experience of the truth and power of the Christian Gospel, to the end
that he may become both an effective participant in the work of
the Christian Church and an earnest adirocate of the Christian way
of life.
AIJGSBURGCOLLEGE
AND THEOLOGICAL
SEMINARY
T o familiarize the student with the culture of our own and other
civilizations, not only for the enjoyment this knowledge affords
but also for the development of a more sympathetic understanding
of our fellow men throughout the world.
T o develop the student's interest in the attainment of the common
purposes of our country, so that he may work for the welfare of
our institutions and for the preservation of our liberties in community and nation, and also develop an enlightened interest and
participation in human affairs throughout the rest of the world.
T o cultivate in the student a Christian social spirit, in order that
he may realize in his life a right balance between what he expects
of others and the service he will render his fellow men.
T o teach the student to discipline his own urges, interests, ambitions, and demands in a way that will effectively contribute toward
the development of good character.
T o train the student i n scientific methods of study and also develop his understanding of the relations of science to the welfare of
humanity.
T o stimulate intellectual interest and develop scholarly insight,
so that the student may learn to think with accuracy and comprehension at the same time as he experiences an understanding of
truth which will help him to integrate the findings of science with
the deepest spiritual reality.
T o awaken and foster i n the student an intelligent appreciation
and enjoyment of the best in-the fields of the fine arts.
T o guide the student in the understanding of social relatio'nships
in order that he may take his place in groups and gatherings with
propriety and grace, motivated in his conversation and conduct by
the principles of Christian courtesy and sincerity.
T o provide guidance for the student in the discovery and clarification of his aptitudes and his life purposes so that as early as
possible he may plan his educational program wisely.
T o train students in vocational and professional lines, giving full
preparation for high school teaching, business administration, home
economics, and parish work; furnishing partial training towards
the study of medicine, dentistry, nursing, engineering, law, and
social service, and offering a four-year college course preparing
for the study of theology.
T o help the student develop certain skills, as in language, music,
physical activities, use of the library, laboratory work, and typewriting, together with other skills, which will increase his efficiency
in the various relationships of life.
To afford the student wholesome recreational experience which
will contribute toward an effective use of leisure time and develop
such qualities as leadership, sportsmanship, and self-control, with
good recreational habits, thus providing a constant source of social
and personal satisfaction.
To instruct the student in principles, attitudes, and ideas pertuining to health, and also to train him in practices and skills which
will promote his physical and mental well-being and make him
better fit to meet the responsibilities of life.
FINANCIAL SUPPORT AND CORTTROL
From 1870 to 1890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body with
two others, in 1890, resulted in the affiliation of Augsburg with the
newly created United Norwegian Lutheran Church. Due to differences
concerning the control of Augsburg, a division arose, and in 1897 congregations whose sympathies were deeply rooted in Augsburg formed
the Lutheran Free Church. The resulting close association, in educational and spiritual activity, of Augsburg and the Lutheran Free Church
has been marked by unity of purpose and ideals for more than half a
century.
The control exercised by the Lutheran Free Church is indirect. The
Annual Conference of the Church nominates the members of the
Augsburg Corporation and the Board of Trustees. The Corporation
through the Board of Trustees exercises direct control over property,
finance, and personnel. Academic control is vested in the President
and the Faculty.
In addition to the income from student tuition and fees, which has
materially increased with the growth and development of the College,
the chief financial support of the institution comes from the congregations of the Lutheran Free Church. In recent years a growing circle
oI friends also outside the Lutheran Free Church, both alumni and
others, have contributed financially to the school. Since 1951, business
and industry have given significant support through the Minnesota
Private College Fund. Augsburg welcomes and invites support on the
part of all who believe in her program of vital Christian education.
MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS
Augsburg College is fully accredited by the North Central Association of Colleges and Secondary School as a degree-granting institution.
It is a member of the American Council on Education, the Association
of American Colleges, the National Lutheran Educational Conference,
the Association of Minnesota Colleges, and the Council of Minnesota
Private Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the College and Seminary to maintain effective contact
and cooperation with one another and with their Alma Mater. The
annual meeting is held at Commencement time each year. Local Augsburg clubs are promoted, and a bi-monthly bulletin is published. The
affairs of the Association are under the leadership of the Board of
Directors. The Alumni Office is located in Science Hall.
THE AUGSBURG FOUNDATION
The Augsburg Foundation is an association of alumni, former students, and other friends of Augsburg, having as its purpose to give
united and systematic support, both spiritual and financial, to the
school. The Foundation was established in 1941 by join,t action of the
Board of Trustees and the Alumni Association. Since 1956 its activities
have been closely coordinated with the development program of the
college.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, ,contains a large number of classrooms
and offices, the Chapel, and the museum.
Science Hall, erected in 1948-49, is a large and completely modern
building. It includes the general administration offices, well-equipped
laboratories for Chemistry, Physics, Biology and Home Economics; the
student organization offices and the student center; a small auditorium,
and several classrooms and faculty offices. On the fourth floor is the
Tower Prayer Chapel.
The George S v e r d r u ~Library, named in honor of Augsburg's fourth
president, was erected and dedicated in 1955. Adjacent to Science Hall
and of similar contemporary architectural design, it contains spacious
reading rooms, seminars, work rooms, a visual-education center, the
Augsburg Archives, and a number of classrooms and faculty offices.
There is stack space for approximately 100,000 volumes.
The classrooms and offices of the Theological Seminary are located
in one section of the Librarv building.
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a modem, fireproof dormitory affording living quarters for about 150 men. On the
ground floor of this building is the college cafeteria and dining hall.
Sivertsen Hall, acquired in 1939, and remodeled in 1955 as a wing
of Gerda Mortensen Hall, provides comfortable modern housing for 45
women students.
The beautiful new Gerda Mortensen Hall located at 6th Street and
24th Avenue, was erected in 1955. It provides excellent and completely
modern housing for 125 women students, as well as apartments for the
resident 'head and her assistants.
Morton Hall and Miriam House are smaller dormitory houses, each
accommodating about 20 students.
The Gymnasium, a temporary structure, was erected in 1947 for the
College of the Federal Works Agency as a part of a program providing
educational facilities for veterans.
The Music Hall was acquired by purchase, also in 1947, and ha?
been remodeled to serve the needs of the music and drama departments.
A large number of dwellings have also been acquired in recent years
in the expanded campus area, and are in use for faculty, staff, and
married student housing.
The President's Home, a residence of modern architectural design
located at the south of the Square, was erected in 1949.
The Museum is located on the ground floor of the Main. Members
of the Alumni Association have presented many valuable gifts. There
are several collections: a Madagascar Collection, a Santal Collection,
and a considerable collection of rare minerals, curios, etc. Contributions
to the Museum are invited. Professor Landa is the curator.
AUGSBURG
COLLEGE
AND THEOLOGICAL
SEMINARY
THE ARCHIVES
Archive Society was organized in 1929, for the purpose of gathering documents, books, and other articles of historical
value. For a number of years a fire-proof room in the Main housed the
archives collections. With the erection of the George Sverdrup Library
in 1955, adequate, fire-proof quarters for the achives were provided.
Here are now found a large collection of periodicals, old and rare
books, manuscripts, letters, and pictures, and also about 1,000 volumes
of Norwegian-American literature, affording extensive resources for
scholarly research. Contributions to the Archives should be sent to Prof.
Iver Olson, Archivist.
The beautiful and spacious new George Sverdrup Library provides
a central study-workshop for both faculty and students. It contains
about 30,000 volumes, exclusive of pamphlets, all available on open
stacks. The two large reading rooms have book stacks and reading
tables arranged in such a way that a place for study is always close
.to the books one may need. Additional conveniences include conference rooms, where from 2 to 6 students may study together, and
seminar rooms for larger groups or small classes. A typing corner is
provided in the ground floor reading room.
The library subscribes to about 325 of the best periodicals dealing
with a large variety of subjects, as well as a number of serials devoted
to the interests of special fields.
In the Twin City area other libraries are located which make their
holdings available to Augsburg students, notably, the St. Paul and
Minneapolis public libraries, the latter of which issues library cards to
out-of-town students for each school year; the James Hill Reference
Library in St. Paul, which has one of the finest reference collections
ir! the Northwest; and the University of Minnesota Library, which is
within walking distance of the Augsburg campus. Augsburg students
make extensive use of all these libraries.
The laboratories of the Natural Sciences are located in the Science
Hall. Three laboratories and two storerooms for Biology are located on
the second floor; three laboratories and a large storeroom for Chemistry, and a laboratory and two storerooms for Physics are located
on the third floor.
To facilitate instruction the college provides many excellent visual
and auditory aids. The audio-visual center is located on the ground
floor of the Library. Varied equipment is available for classroom use
and other college activities. This equipment includes: movie projectors,
slide and filmstrip projectors, a sound amplification system, a tape
recorder, an Episcope, phonographs, and a microcard reader. Records,
slides, maps, filmstrips, and microcards are also housed in this center.
Science Auditorium, as well as several classrooms, is equipped with
facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community service for adults not enrolled in the day school. Announcement of courses to be offered are
made in the fall. Information about the evening school may be obtained from the office of the Dean.
Student nurses in the Schools of Nursing at the Lutheran Deaconess
and Swedish Hospitals in Minneapolis receive much of their first
semester of instruction at Augsburg College. Application for admission
to the Schools of Nursing should be made to the hospitals directly.
In cooperation with the Minneapolis General and Swedish Hospitals,
Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years of
this work are taken at Augsburg and a final twelve-month program is
completed at the hospitals.
SPAN
Augsburg participates in the SPAN (Student Project for Amity
among Nations) program. This is a joint venture of the University of
Minnesota and several colleges in the state. Qualified students are
selected to spend a summer in informal study abroad. Applications are
made in the spring of the Sophomore year.
FINANCIAL INFORMATION
A considerable part of the income on which Augsburg operates is
derived from endowment and from gifts, a major part of the latter
coming from the supporting church. Therefore, the fees charged the
student do not constitute the whole cost of his education, for he enjoys
the benefits of the gifts of those who believe in and support the work
of the school. For theological students, the church assumes the full
cost of tuition; a statement of other expenses in attending the seminary
is given in the Seminary section of the catalog.
GENERAL EXPENSES PER SEMESTER1
Tuition (Covers instruction, library, etc.) ..................................$250.00
Student activity fee (Covers school paper, annual, and other
.
9.00
student projects)
Health fee
6.00
5.00
Matriculation fee (for those registering the first time) .....
Key deposit (refundable)
1.00
Locker (optional)
1.00
Mail box fee
..
.
.50
.
Total
.$272.50
Books are estimated at $25.00 to $M.00.
Students registered for more than the maximum number of credit
hours (17 in the College) are charged at the rate of $12.00 for each
additional credit hour a week per semester.
Special students will pay at the rate of $22.00 per credit hour up
to 11credits. Those who register for 12 or more credit hours will pay
the regular tuition charge.
The fee for auditing a course is one-half the fee charged when it is
taken for credit.
Students and auditors enrolled for 7 to 11credit hours of class work
per week pay one-half of the student activity, and health fees.
ROOM AND BOARD PER SEMESTER1
Room
Board (estimate)
1
Subject to change.
..-$68.00 to 85.00
- 180.00
A limited number of rooms are available at the lower cost.
Men students are required to buy and use a minimum of
$150.00 of meal book coupons per semester. women students
$125.00.
SPECIAL FEES
Late registration fee per day (after classes begin) ......................
Change of registration after the beginning of the second week
of classes .
....
Registration with the Placement Bureau
Placement fee, depending upon the method
of placement ....
$3.00 to
Graduation fee, for seniors in both the College and Seminary..
Final examinations taken at another hour than the one
.......
scheduled -....
..........
.......
Examination making up an incomplete or a condition ............
Comprehensive examination -. . .
Transcript of credits (after first one which is free) ....................
MUSIC FEES PER SEMESTER
Piano
$35.00
Voice
35.00
.40.00
Organ
40.00
Brass or Wood wind (private instruction) Private instruction, per lesson
.
..
3.00
..........
14.00
Brass or Wood wind (class instruction)
. 8.00
Piano studio rental (one hour per day)
20.00
Qrgan rental (one hour per day)
4.00
Voice studio rental (one hour per day)
Choir ................................................................................................ 5.00
Concert Band
5.00
COURSE FEES PER SEMESTER1
4.00
Art 1. 2
2.00
Art7, 8 .3.00
Home Economics 2, 36, 75
.
5.00
Home Economics 39, 40
Biology 60 ....................................................................................1.OO. 2.00
2.50
Biology, 1, 2, 3N, 4, 52, 53, 56 -........
.
.
5.00
Biology 7N, 13, 14, 25, 26, and 54
.
1 Subiect ta change
AUGSBURG
COLLEGE
AND THEOLOGICAL
SEMINARY
1
Chemistry, 3N, 4
Chemistry 5, 6, 53, 54, 61, 62, 66, 71, 91, 92
Physics 3, 5, 6, 6 , 73, 74 .
.
Secretarial Studies 2, 8, 51, 52
Secretarial Studies 1, 53, 54
Education 97
A
5.00
7.50
5.00
.. 2.50
1.50
15.00
..
.
,
Note: These fees cover cost of material and repair of equipment but
not breakage.
ESTIMATED EXPENSES PER SEMESTER1
Resident students
General expenses .......................................................................$272.50
Room and Board ......................................................$ 2 . 0 0 to 265.00
Special, music, course fees, and books .................... 27.50 to 75.50
Total, approximately ............................................. 548.00 to 613.00
Off-campus students
-General expenses .
Special, music, course fees, and books --A
Total, approximately -
$ 2 7 2 . 5 0
27.50 to 75.50
300.00 to 348.00
These estimates do not include transportation, clothing, or
personal expenses.
PAYMENT OF ACCOUNTS
Student accounts are due in full at the time of registration in September and February. Parents may deposit money in advance at the
school or the student may make the payment when he registers. Recognizing that payment of fees in full at registration poses a financial
problem in some cases, the college has instituted a "deferred payment
plan." In this plan the college will accept, at the time of registration
in September and again in February, a payment of $200.00 in the
case of resident students and $100.00 for off-campus students. The
balance may be paid in monthly installments during the semester. To
defray the cost of the plan a charge of $1.00 is made for each payment
on the student's account after registration.
The college reserves the right to with-hold transcript of record or
diploma until all college bills have been paid.
1
Subiea to change.
REFUNDS
Tuition and fees for a student cancelling his registration before the
middle of any semester will be charged at the rate of 10 per cent per
week or fraction thereof, except for matriculation and special fees,
which are not refundable. There is no fee refund after the middle of
the semester.
Payments for board and room are refunded in proportion to the
time students have been in residence. Students who move out of dormitories but do not cancel out of school are charged the full semester
room rent.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds, scholarships, grants-in-aid,
and employment assistance are available at Augsburg. Students must
complete an application form and meet certain requirements to qualify
for financial aids. The college gives assistance to students in securing
work both on and off the campus.
LOAN FUNDS
Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts of
many individual donors, is chiefly maintained by contributions from
the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance to
students in the Seminary.
The Charles and ~lloraCrouch Student Loan Fund, established in
1954, extends assistance to members of all classes.
The Senior Loan Fund, established by the class of 1955, is available
to selected graduating seniors.
T h e John and Anna Jorgine Gregory Theological Student Loan Fund
is available to students who are preparing for the ministry.
T h e Student Aid Fund of the Zion Lutheran Hour, established by the
Zion Lutheran Church of Minot, North Dakota, likewise extends loans
to students preparing for the ministry.
Arrangements for the loans are made through a conference with the
Dean of Students, chairman of the faculty committee on student loans.
In addition to arranging loans, the committee counsels students on
financial matters with the objective in mind of helping the student work
out a satisfactory plan for his finances.
SCHOLARSHIPS AND PRIZES
Forty Freshman Scholarships of $300 each are available to outstanding high school graduates. Half of the $300 is applicable on the tuition
for the second semester of the Freshman year. The remainder is divided
between the Sophomore and Junior years provided the student's scholastic record is 2.0 or better.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200.00 to be applied on tuition at Augsburg College. It is to be
awarded to an American Indian student selected on the basis of
scholarship and economic need.
The Henry P . Opseth Music Scholarship was established in 1953 in
memory of Henry P. Opseth, former head of the Music Department
and director of the Augsburg College Choir. It is awarded annually
to a sophomore or junior student of outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from 1950
until the time of her death in 1953, was established in 1955 by her
parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. It is
awarded to an Augsburg student who has music as a major or minor
and who s h w s outstanding promise or achievement i-n -the -a-rt of
singing.
The George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of
George Sverdrup, President of Augsburg from 1911 to 1937. It is
awarded annually to an Augsburg graduate of outstanding character
and ability who plans to prepare further for the vocation of teaching.
The amount of the Fellowship is five hundred dollars.
The Keith E . Hoffman Memorial Scholarship was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory
of their son who gave his life in the conquest of Okinawa. The scholar-
ship is awarded annually to a student selected on the basis of academic
achievement, personal character, and ability in the field of athletics.
T w o Luthran Brotherhood Scholarships of $300 each are provided
by the Lutheran Brotherhood Life Insurance Society and awarded each
fall to outstanding Lutheran college seniors. The students are selected
by the college in the spring of the junior year on the basis of religious
leadership and scholastic standing.
The Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph Paulson who taught Social Science at Augsburg from 1930 to 1935, is
awarded annually to a college student for the best essay written on an
assigned subject in the field of Christian Sociology. The amount of
the prize is $50.00.
The Iver and Marie Iversen Scholarship was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It is
awarded annually to a student in the College or Seminary. The award,
in the amount of $250, is made on the basis of need, scholarship, and
interest in Christian service.
The Celiu Fredrickson Scholarship consists of the income from a
fund of one thousand dollars. It is awarded annually to an Augsburg
student from the Lamberton, Minnesota, parish of the Lutheran Free
Church.
The Greater Augsburg Alumni Association Scholarship of $500 is
awarded annually to an outstanding alumnus of Augsburg in order to
encourage and assist promising students in the carrying out of projects
of graduate study.
The Women's Missionary Federation Scholarship is awarded by the
Federation to returned missionaries or to Lutheran students of recognized Christian character and good scholastic records who are making
preparation for mission work. The scholarship varies from $50.00 to
$250.00 per year. Higher awards are possible for graduate work or
rrledical study.
20
AUGSBURG
COLLEGE^
AND
THEOLOGICAL
SEMINARY
GRANTS-IN-AID
A few grants-in-aid are made to students in good standing who are in
special need of financial assistance. To qualify for a grant, a student
must make application, providing information about his own and his
family's resources and anticipated expenses.
EMPLOYME!NT SERVICE
The employment service, located in the Placement Office, has been
successful in placing hundreds of men and women students in parttime positions. The types of work secured are of many kinds, including recreational leadership, restaurant work, domestic service, sales
work, and secretarial and clerical work.
Students are employed by the college in many activities. For these
positions preference is given to upper-class students who have maintained a good scholastic average.
Assistance in securing summer employment is also provided each
spring by the Employment Service.
Application forms for part-time employment on or off campus may
be secured from the Admissions or Placement Offices.
STUDENT COMMUNITY LIFE
The influences which mould life and character on a college campus
are of many kinds. While the exercises of classroom, laboratory, and
library form the organizing basis of college activity, they need to
be supplemented by other than academic forces. These intangible but
very real supplementary influences have much to do with creating the
spirit of an institution. At Augsburg definite emphasis is placed upon
the maintenance of a wholesome spirit of Christian community living.
Students are urged to give conscious attention to this personal and
spiritual side of their development and thus contribute toward the
prevalence of a vital and happy Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg
that the institution may constantly be permeated by an atmosphere in
which the quest for Truth as it is in Christ is prayerfully fostered in
each life.
All students are required to register for two class hours per week
in one of the courses offered in Religion. There are numerous voluntary religious activities in which students are encouraged to participate. Spiritual Emphasis Week is held twice each year. It is assumed
that every Augsburg student will find a church home in Minneapolis
and attend its services regularly.
It is expected of each student that his life, conduct, and influence,
both on and off campus, shall be worthy of a member of a Christian
College. Those who do not feel drawn to this quality of life and to the
fellowship in which it is nourished should not seek to be enrolled at
Augsburg. A truly Christian spirit and environment must be the
product of the united effort and prayer of faculty, students, and
administration.
The heart of Augsburg's program of Christian education is the daily
Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
The Religious Life Committee, composed of students and faculty,
endeavors to promote a religious program' that will stimulate growth
of Christian life in the Augsburg community. Co-chairmen of this
'
council are the student Director of Religious Activities and the College
Pastor. Areas for which this committee carries primary responsibility
are the Mid-Week services, Spiritual Emphasis Weeks, prayer meetings, and informal group meetings.
This committee also serves as a coordinating agency for all volunteer
Christian organizations on campus. The two principal organizations
are the Lutheran Student Association and the Mission Society.
The Mission Society promotes interest in missions through a program of study, fellowship, worship, and serdice. A highlight of the
year is the Mission Festival, a week-end conference devoted to the
study of missionary activity, and recruitment of workers. The Lutheran
Student Association seeks to serve as a stimulus and outlet for Christian faith and life. Students participate in regional and national LSA
Conferences, and conduct a schedule of meetings on campus.
The Concordia Society is an organization for all the students in the
Theological Seminary.
Regular convocation programs are held at Augsburg throughout
the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is
covered, including the scientific, political, social, religious, and artistic.
Students at Augsburg are given many opportunities for social training and recreation. The Student Council through the Chairman of
Social Activities, assisted by a Comlnittee on Social Education, sponsors each month an all-school social activity which all students may
attend. Most of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women Students and
a number of other organizations sponsor teas, dinners, and social
affairs on and off campus. Social dancing is not approved of at
Augsburg.
"No man is a hypocrite in his pleasures." To learn to enjoy the
right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the
formation of helpful recreational habit-patterns, not only with regard
to the planned play program supervised by the Director of Recreation
and the Department of Physical Education, but also with regard to
the use of leisure time in general.
STUDENT
COMMUNITY
LIFE
'C
MUSICAND THE FINEARTS
Augsburg's location in Minneapdis gives its students unique oppqrtunities to make use of some of the finest educational and cultural
advantages which the Northwest has to offer. Excellent art collections
are to be found in the Minneapolis Institute of Arts and the Walker
Art Center. The Twin City libraries are .extensive in their services.
The Historical Museum in St. Paul gives access to large collections of
historical material. The Minneapolis Symphony Orchestra programs
and other concerts afford rich opportunity for the enjoyment of music.
Many students and faculty attend Minneapolis Symphony Orchestra
concerts by virtue of a special college season ticket arrangement.
Season tickets are available also for other University concerts and
the University Theater drama programs.
A bi-weekly bulletin, Events of Interest in Minneapolis, listing programs, concerts, art displays and exhibitions is compiled and issued
from the Student Personnel Office.
STUDENT PERSONNEL SERVICES
Institutional services to students are organized and administered
in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Counseling, Testing,
Freshman Orientation, Student Records, The Student Health Service,
Housing and Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services
is centered in the Office of the Dean of Students.
Under the counseling program at Augsburg each student is assigned
a faculty counselor to assist him in the planning of his total college
program. All faculty members participate in counseling. The broad
intellectual interests of the faculty member are combined with the
professional skill and techniques of trained counselors to provide
counseling- at various levels, and in many areas of student needs. Personal, social, and spiritual problems as well as vocational choice and
financial needs are given consideration.
As far as possible, the work of obtaining the necessary data about
the individual student and organizing the total program of counseling
is carried out by the Office of the Dean of Students in accordance with
the plans and policies established by the S t d e n t Personnel Committee.
These plans include testing, assignment of counselors, scheduling of
group conferences and counseling periods. Each new student is assigned a faculty member who is his counselor for two years. When
a student enters the Upper Division, he chooses a major field of study.
The major adviser then becomes his counselor. Faculty counselors
confer with their counselees at regular intervals throughout the year
and at other times as the needs of the individual student appear. If a
serious problem develops which demands professional skill and more
time than the professor has to spend in counseling, the student is referred by way of the Office of the Dean of Students to professionally
qualified counselors. The Dean of Women and the Dean of Students
are special counselors to the women and the men, respectively.
- -
Students receive vocational counseling in conference with their
counselors, and have frequent opportunities to confer with persons who
are eminently successful in the particular professions selected by
students as their tentative occupational choices. An Occupational Information file in the college library provides materials for a study of
vocations. The Orientation course, required of all freshmen, includes a
unit on vocational planning. The results of a vocational interest test
are available for all students.
Students who have various personal problems are encouraged to seek
help through counseling conferences. Often students have been able
to solve problems of finances, social adjustment, and personality
through counseling sessions.
Those who have spiritual problems may confer with the College
Chaplain, or with members of the Department of Religion as well as
with their faculty counselor. By a system of referral, students may
receive counsel from any member of the faculty, or from qualified
persons beyond the college community. The Personnel deans are available at all times for special counseling conferences.
The collegt physician is consulted in regard to all problems pertaining to physical and mental health.
Counselors and major advisers strive to help students develop their
latent ability. Students who distinguish themselves acad'imically are
named on the Dean's List, and are thereby qualified to participate
in a study program designed to develop their special talents to the
highest degree. Honor societies such as the Augsburg Guild o j Honor
and Lambda Iota T a u recognize students who have excelled in several
areas.
All new students are given a battery of tests during Freshinan Days.
College aptitude scores, English, and reading ability scores are used
by counselors to help students plan their initial programs. Personal
adjustment scores and the vocational interest test profile help the
students learn to know more about themselves, in order to make the
best choice of subjects and occupational goals. Sophomores participate in a nation-wide testing program. Seniors also take a nationally
standardized test.
Freshmen and other new students participate in Freshman Days
before the beginning of classes each semester. The students take tests,
inspect the college facilities, and become acquainted with their fellow
students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences
during which they plan the student's program of study.
All freshmen enroll in a class in Orientation. In this course, the
students learn about standards and requirements of various areas of
college life. Methods and habits of study and related techniques are
explored. Personal health, social adjustment, personal finances, and
vocational aims are discussed.
Individual student records are kept in the Records Office under the
supervision of the Registrar. These records include admissions data,
academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information.
The Student Personnel Office maintains a file of clubs and societies,
including the constitutions, activities, schedules, and membership roster.
The Student Health Service provides campus dispensary service
with a registered nurse in charge. The college physician has daily office
l~ours on campus for consultation and for emergency treatment.
Physical examinations are given all entering students and seniors.
Corrective treatment is prescribed where needed, including psychiatric
referral. Infirmary rooms are adjacent to the dispensary. The Health
Service is housed in a first floor section of Memorial Hall, the men's
residence hall.
Students, faculty, and staff have chest X-rays taken semi-annually
through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The Department of Physical Education conducts a
program of recreation for all students. All freshmen are required to
take a course in personal and community health.
-
-
In its residence program, the college aims to develop in the students
Christian character, self-control, and thoughtful consideration of others.
All students not living at home must live in college operated or college
approved housing and take their meals in the college dining room.
Under certain conditions students may make other arrangements after
consultation with the Dean of Women or the Dean of Students. Single
students are not permitted to live in apartments.
Residence halls are open to students a day before regular schedules
become effective, and they close a day after. the term closes. Students
who wish to stay in residence during vacations must apply for the
privilege. Rooms are furnished except for bed linen, towels and blankets.
Laundry facilities are available in each residence. Bed linens and towels
may be rented with laundering service at a reasonable cost. This service
is required of all women students. An optional linen service is available
to men students.
Gerda Mortensen Hall, the residence for women, located at Sixth
Street and Twenty-fourth Avenue South, houses 160 women and provides a lounge, recreation facilities, and a room with grill service available to all students. Sverdrup-Oftedal Memorial Hall houses 150 men
and also contains the college dining rooms and the student health
service.
Students engage a room at the beginning of the fall semester for
the entire school year. Room reservations with deposit of $15 are required of all single students residing outside the Twin Cities. This
deposit is applied to the first semester's room rent. For new students it
should accompany the Admissions Deposit. Rooms for new students are
assigned in the late summer according to the date of application. Present
students must make room application and submit the deposit by May
15. After May 15 reservations for present students are assigned on
the same basis as for new students. Students who find it necessary to
cancel their room reservation will receive full refund of the deposit
if the cancellation is received by August 1, and half refund if it is
received by September 1.
City or suburban students may make application for residence housing. Their names will be placed on the waiting list, and they will be
assigned to rooms in regular order as vacancies occur. The room
deposit of $15 is required and is refundable in full should no room
become available.
PLACEMENT
GRADUATE
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental,
welfare, and educational institutions and organizations at the local
as well as the state and national levels. Interviews are arranged both
on and off the campus. A registration fee and a small placement
fee are charged.
EMPLOYMENT
STUDENT
An employment service, located in the Placement Office, assists students in obtaining part time remunerative work.
OF STUDENT
ACTIVITIES
COORDINATION
The Coordinator of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
sponsors are approved by the Coordinator.
The program af student activities is a primary responsibility of the
Student Council, legislative and executive body of the Augsburg Student Society. Faculty concern and responsibility for all student activities and the co-curricular program is assigned to the Faculty Council.
Liaison between the Student Council and the Faculty Council is the
function of the Student-Facdty Committee, whose special responsibility it is to promote student activity, and to keep the college activities
calendar. The Calendar is kept in the office of the Coordinator of Student Activities.
A weekly bulletin of events is furnished all college personnel by
the office of Student Personnel.
COMMUNITY STANDARDS AND DISCIPLINE
The Christian life implies an intimate relation to the person of Christ.
Although the claims of this life may not be indentical to, in fact may
go far beyond, the claims of any particular community, every community operates under some standards of life and conduct that give
character to it. Out of the religious and cultural traditions of Augsburg
has grown a way of life which is approved by the college and which it
regards as helpful in the development of its particular type of community. Those who elect to enroll at Augsburg are expected to be
guided by these general standards of conduct.
Confidence is placed in the individual student, but his habits and
conduct are matters of sincere concern and attention. It is the aspiration
of Augsburg to strengthen in each student the highest standards of
honesty, integrity, and charity in all his relationships and activities. Although the college does not accept full responsibility for the enforcement of all regulations as they pertain to the off-campus life of the
student, it is concerned about his behavior in every situation. It also
recognizes the original jurisdiction of the parent in the home.
Disciplinary problems are first dealt with through counseling. Those
not solved in this way are channeled to a faculty-student Committee on
Discipline through the office of the Dean of Students. In all such cases,
careful investigation and the privilege of a hearing precede any disciplinary action. The college reserves the right to dismiss any student whose
continuation in college is deemed undesirable.
In dealing with the alcohol problem, Augsburg seeks to have its students refrain from all use of alcoholic beverages. It specifically forbids
the possession or consumption of alcoholic beverages in dormitories, in
any college-approved place of residence, or at any college-sponsored
event. Any student who appears under the influence of alcohol is subject
to severe disciplinary action.
Every student is expected to know the college regulations, those
stated in the catalog as well as any additional ones that may be issued
for a given year.
STUDENT GOVERNMENT
The Augsburg Student Society, comprising the whole student body
of Augsburg College and Theological Seminary, is organized to conduct student affairs, develop student initiative and leadership, and
provide opportunity for practical experience in the democratic processes of group activity.
The administration of student government is delegated to the Student
Council, a representative group elected by the Student Society and the
various classes. Each of the college classes has its own officers and participates in student government through its representative on the
Council.
Augsburg is a member of the National Student Association.
The Student Council directs several projects of interest to the college
community. These projects include the annual One Appeal Campaign,
Leadership Training workshops, Courtesy Week, and Political Action
Week.
Counseling of freshmen by upper class students is conducted through
a College Brother-College Sister program.
Associated Women Students, composed of all the women students,
provide.; opportunity for the women to develop a degree of seIf government. It aims to create a sense of harmon? and fellowship, to promote and maintain high standard5 of honor and integrity in personal
conduct, and it encourages participation in all college activities. It is
affiliatd with the Intercollegiate Associated Women Students, a national
organization.
The Student Council office and the Council Room adjoin the Augsburg Echo and Augsburgian offices on the ground floor of Science
Hall. The student post office and Student Center occupy a prominent
place on the same floor, and serve as a focal point for student activities.
PUBLICATIONS
The Augsburg Echo, the college newspaper, is published by a student
stsff. The Faculty adviser teaches courses in journalism. Staff members
enrolled in the class earn academic credit.
Augsburg's yearbook, the A u g b u r g h , pra~-idesa pictorial record
of the activities of the year. Work on the annual provides opportunity
for creative expression in artietic dwign a5 we11 as in photography.
The top staff members of the Augsburg Echo and the Augsburgian
constitute the Board of Publication.
A student editor, named by the Board of Publications, with the
assistance of the Registrar, compiles the annual S t u d e ~Handbook
a r ~ dDirectory.
CO-CURRICULAR PROGRAM
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effective participation,
students with similar interests have united to form clubs. Several of
these are extensions of courses beyond the class room. Others are
devoted to interests not offered in the curriculum. New clubs are
formed as the occasion demands.
r
AUGSBLJRG
COLLEGE
AND THEOLOGICAL
SEMINARY
STUDENT
CLUBS
The Alpha Delta Theta, Sigma Chapter, is a professional sorority
open to students preparing for medical technology. Membership is
based upon scholarship, character and professional potential.
The Aristotelian. Society unites those who have a common interest
in scientific knowledg,e and experimentation. Thus they may develop
their interest in the various branches of science and perhaps infuse
some of that spirit of interest throughout the college.
The Art Club is organized to satisfy the student's creative urge in
the field of art, to educate members, as well as others, in the field of
art and all that it contains, and to promote an interest in art among
the student body.
The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is
the major objective.
The Camera Club is composed of camera fans who meet regularly
to exchange ideas about their hobby and to develop skill in photography.
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the culture, language and people
of the various countries.
The Augsburg Society for Dramatic Arts provides for its members an
opportunity to learn from participation in stage presentations and from
field trips, as well as from reading and seeing plays produced. Membership is open to all students.
The F ~ u r eTeachers of America, Martin Quanbeck Chapter, offers to
its members associate membership in professional education associations
and strives to acquaint future teachers with the importance of teaching
as a profession. Interest in education or in the teaching profession is
the only requirement for membership.
The Home Economics Club, open to all students in the Home Economics Department, aims to promote professional attitudes toward all
aspects of home and community life.
The Public Aflairs Federation aims to stimulate interest in public
affairs and give students opportunity to participate actively in local,
state, and national politics, and in other human relations activities.
The Social Service Club is an organization of students preparing for
professional work in the field of Social Service.
The Writers Club includes students who enjoy creative expression
in various forms of writing. The members share their literary efforts
in an informal atmosphere, and benefit from mutual criticism.
THE AUGSBURG
COLLEGECHOIR
The Choir has about sixty members selected from all classes. In
addition to local concerts, the choir goes on tour each year to various
parts of the United States and occasionally to Canada.
The band meets for rehearsal at a regularly scheduled period four
times per week. The concert band makes an annual tour and presents
public concerts in Minneapolis. There are also a Varsity Band and
Imstrumental Ensembles.
THE AUGSBURG
COLLEGECANTORIANS
This Women's Chorus participates in school programs and concerts
and makes short tours annually.
THE MALECHORUS
The Chorus sings at various churches in the Twin City area and
makes short tours in the vicinity.
FORENSICS
Augsburg College participates in intercollegiate debating, both in
Minnesota and in the neighboring states. Students may also participate
in local and intercollegiate oratorical contests.
THE 'A" CLUB
Membership in the "A"- Club is limited to men who have won a
major A at Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest possible
plane."
WOMEN'SATHLETICASSOCIATION
Membership in the Women's Athletic Association is gained by participation in individual and group recreational activities with awards
given on a point basis. The Augsburg W.A.A. is a member of the
Minnesota Athletic Association of College Women.
PHYSICAL
EDUCATION
AND RECREATION
Under the direction of the Department of Physical Education, a
wide range of recreational activities is arranged for general student
participation. Every student is urged to participate in some activity
for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners
of intramural schedules in various colleges.
INTERCOLLEGIATE
ATHLETICS
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football,
basketball, hockey, wrestling, baseball, track, tennis, and golf.
PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE
ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the college.
recognizes that recreation and play are a fundamental part of human
life, and that this phase of life needs to be cultivated if physical,
mental, and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the fact that
competitive pIay can contribute to the development of student interests,
skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in and
out of athletics, such basic qualities of character as self-discipline,
honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be of
special use to him in such vocations as teaching and coaching or re-,
creational leadership, or in his own recreational activities. Far from
being set apart from his educational goal or in. any way competing
with it, the student's participation in intercollegiate athletics must
either contribute directly to this goal or be complementary to his
other educational activities. ( 3 ) The student spectator should acquire
and exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high grade performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy
"school spirit." Enthusiasm for intercollegiate athletics or other cocurricular activities should not overshadow pride in high scholastic
achievement, nor can it take the place of a well-rounded and effective
intramural and general recreational program.
HONORS AND AWARDS
The 1925 Class Cup i n Athletics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A . Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be the
most valuable player on the -basketball team.
The Class of 1918 Oratorical Cup was presented to the college as a
prize t o arouse interest in oratory. The name of the winner of the
annual contest ishengraved upon the cup, which is to remain in the
possession of the college and is placed on exhibition in the Science
Hall.
The 1927 Class Cup for Scholarship is awarded to the senior student
of highest scholastic standing who has attended Augsburg for at least
two years.
Omicron Chapter of Lambda Iota Tau, a national honor society, is
open to English majors who have attained a high scholastic average
and have presented a paper on a literary topic before a public audience.
The Augsburg Guild of Honor is an organization to recognize and
honor those members of the senior graduating class who have shown
themselves to be individuals excelling to an outstanding degree in
scholarship, leadership, and participation in extra-curricular activities.
-
-
The Dean's List includes students who have achieved an honor point
ratio of 2.5 or better in the previous semester of work at Augsburg
College.
AUGSBURG COLLEGE
ACADEMIC ADMINISTRATION
ADMISSION PROCEDURE
Application for admission should be made on the regular admission
form, which can be secured from the Office of Admissions. This
form is generally available also in Minnesota high schools. The application, together with the high school record, previous college record,
if any, two letters of recommendation, a small photograph, and an
admissions deposit of 815.00 should be sent to the Office of Admissions.
The deposit, which will be applied on first semester tuition, is partially
refunded if the application is not accepted or if it is withdrawn by the
applicant before August 1. A student seeking admission in the fall
semester should apply not later than September 1 and for the spring
semester by January 15.
REQUIREMENTS FOR ADMISSION
Augsburg College admits as students, men and women of good
moral character and sound health who appear to have the ability to
succeed in college. Estimate of ability is determined by rank in the
high school graduating class and college aptitude tests, and by the
high school record or previous college record.
The normal basis for admission is the completion of the courses of
grades nine to twelve in an accredited high school. No definite pattern
of subjects is required, but it is recommended that the last four years
of high school include four units of English, or three units of English
and two of a foreign language, two units of social studies, one
uuit of mathematics and one or two units of science. A unit is defined
as a course covering one academic year and equivalent to at least 120
hours of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and
their achievement in a college aptitude examination and an English
achievement test.
Applicants who are not high school graduates but who give evidence
of sufficient maturity are considered for admission upon recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational Development Tests on
literary materials, social science materials, and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in advance if they have been taken in the state-wide testing program. The
General Educational Development tests are available to service men
through the Armed Forces Institute. All tests may, however, be taken
at Augsburg by arrangement with the Registrar.
The College reserves the right to reject the applications of students
whose previous records or aptitudes, as measured by tests, indicate
they may have difficulty in doing college work.
TRANSFER AND ADVANCED STANDING
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there. If
their previous work was unsatisfactory, they are admitted to Augsburg
only under special circumstances.
Advanced standing, that is, credit for courses completed, is granted
to students who present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted on the basis of
comprehensive examinations.
ADMISSION OF VETERANS
Veterans, qualified for educational benefits under any of the government programs, may study at Augsburg and receive these benefits.
The veteran must secure a certificate of eligibility from the regional
office of the Veterans Administration. Application for benefits must
be made in advance of registration, except that veterans who are
eligible for assistance under Public Law 550 may make application
for entitlement when they enroll at the college.
In order to receive credit for experience in the military services,
the veteran must present a photostatic or certified copy of his Separation Record at the Registrar's Office. Evaluation is made according to
the recommendation of the American Council on Education. Some
college credit is given for the completion of the work in certain service
schools and for some courses taken through the Armed Forces Institute.
REGISTRATION
Students who have been accepted for admission should regi..qter on
the days designated in the Calendar for this purpose. Students who
register late are charged a late registration fee of $1.00 per day after
classes begin. No student may registe~f o r OF enter a course later than
two weeks after the beginning of classes.
In registering, care should be taken to include the Lower Division
requirements during the first two years. However, if such registration
is delayed beyond the second year, a student will neither be required
nor permitted to register beyond the allowed number of credit hours
per semester in order to make it up.
No credit will be given a student for any subject for which he has
not registered. The college reserves the right to cancel any course for
which there is not sufficient registration.
Registration means that the student accepts all the rules and regulations established by the school.
The normal registration is 16 credit hours. A credit hour is defined
as one recitation period a week throughout a semester.
The privilege of registering for more than 1'7% credit hours may
be granted only to students who have gained an average record of B,
or two honor points per credit, in their previous college studies. Exceptions to this rule may be made under certain conditions determined
by the Admissions and Scholarship Committee. No student is permitted to carry work for more than 20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
CHANGE OF REGISTRATION AND CANCELLATION
In case a student desires to make any changes in his registration,
he must obtain a form from the Registrar's office on which he may
make application, stating clearly his reasons for desiring the change.
Approval of the teachers concerned and the student's adviser and the
Registrar must be obtained before a change will be permitted. A
course which is abandoned without being cancelled through the Registrar's Office will result in a grade of F.
No course may be added after the first two weeks of classes. A course
may not be cancelled after the first six weeks of classes. A fee of $1.00
is charged for each change of registration after the first week of classes.
A student who finds it necessary to leave school before the end of
a semester must cancel his registration at the Registrar's office in
order to remain in good standing.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will not
be allowed unless the student has a grading of C average, or 1 honor
point per credit, in his courses at Augsburg. Also, the combined number of credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg College and
counted towards graduation.
CLASSIFICATION
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which college
credit is given. Classification is based on the attainment of the following number of credit hours together with an equal number of
honor points: Sophomore, 24; Junior, 58; Senior, 92. Students are
classified by this regulation at the time of their registration each
school year.
PROBATION AND ELIMINATION
The Admissions and Scholarship Committee meets at the end of each
semester to consider the status of students who are doing unsatisfactory work. Freshmen who obtain honor point ratios of .5 or below,
Sophomores .6 or below, and Senior College students .8 or below, as
well as students with 6 or more credits of F, at the end of a semester
are placed on probation during the semester that follows. They remain
on probation until an honor point ratio of 1 is attained. A student is
not allowed to remain in college on probation for more than two semesters consecutively, except by special permission. He is dropped for low
scholarship if he fails to maintain a satisfactory scholastic record.
CLASS ATTENDANCE
Regular attendance in class is required. Students who find it necessary to be absent because of illness or for other reasons should confer
with their teachers.
Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception to this
rule must be agreed to by the teacher of the class affected and must
be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic reports
are submitted to the Registrar. At the end of the semseter, a record
is made of the total absences of each student for the semester.
Absences for tours, field trips and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants,
with information as to exact periods absent, are issued by the Dean
to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence to
the teacher.
EXAMINATIONS
Tests are given periodically throughout the semester. In the course
of each semester, reports of the grades attained are made to the
Registrar who forwards them to the counselors and students. Final
reports are sent at the close of each semester to the parents and
students.
Written examinations are regularly scheduled at the close of each
semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sufficient reason will
result in a grade of failure in the course concerned.
A student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an excuse
may arrange to take such an examination during some period after
the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled, he is
charged
a fee of two dollars for such an examination. Before the student takes the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. The teacher will
give no examination before he has this statement.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester
must be removed before the end of the following semester or within a
year if the student has not re-enrolled. If incompletes and conditions
are not removed within the time allowed, the condition automatically
becomes a failure and the incomplete may be changed to a passing
grade only when the average of the previous work is sufficiently high.
The final grade after the condition examination is taken may not be
higher than D. A fee of $2.00 is charged for an examination making
u p an incomplete or a condition received at the end of a semester.
COMPREHENSIVE EXAMINATIONS
Compre)lensive examinations may be permitted in courses in which
the Admissions and Scholarship Committee feels the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee.
When permission is granted, the necessary approval forms may be
secured at the offiee of the Registrar. A fee of $5.00 is charged for
each examination and must be paid in advance. Examination questions and the answers will be filed in the Registrar's office.
GRADE VALUES
3 honor points per credit
A-Superior,
&Very
good, 2 honor points per credit
C-Satisfactory,
D-Passable,
F-Failure,
1 honor .point per credit
no honor points per credit
minus 1 honor point per credit
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, and grades. A
student who plans to graduate from Augsburg is urged to study the
requirements as outlined in this section of the catalog and in the
department in which he plans to major. It is the responsibility of the
student to see that he includes the required subjects at the right time
in his program of studies. The faculty advisers, the Dean, and the
Registrar will gladly assist him in planning his program.
Lower Division Requirements
1:or a general college education and as a basis for study in professional
fields, students are required to complete the following credits in lower
division courses:
Religion
Each semester, 2 credits
English
6 credits
Course 1-2. Students exempted from
Freshman English must earn 6 credits
above Freshman English.
3 credits
Course 11.
Fine Arts
2 credits
H.Ec. 3, 64, Mu. 7, 3, Phil. 60, Sp. 29,
or any literature course satisfies this requirement.
Foreign Langzmge
8 credits
Students who have studied a foreign language for three years in high school and
students with majors in Home Economics
are exempted from this requirement.
Social Sciences
Hist. 1-2; 21, 22; or Soc. 1, 2.
6 credits
Natural Sciences
8 credits
Health and Physical Education
3 credits
Courses 2, 3 and 4. Students with majors
in Home Economics will substitute H. Ec.
63 for P. E. 2.
Orientation is required of all Freshmen.
Major and Minors
A student is required to complete a major and one or more minors
for graduation. The major subject is determined by the student's
aims as well as by his particular interests and aptitudes as shown in
the quality of work he does in the Lower Division.
It is well for the student to know in his Freshman year what major
line of study he will pursue. Students who are still undecided as to
their major choice when they appear for registration in the junior
year, should, before they register, consult with a faculty counselor
and with heads of the various departments to determine their field
of major work. In planning the major, a student is required to consult with the Head of the Department offering the major. Majors are
offered in the following areas: Religion, Philosophy, English, Speech,
Music, History, Sociology, Social Science, Business Administration,
Business Education, Secretarial Studies, Home Economics, Biology,
Physics, Chemistry, Natural Science, Mathematics, and Physical Education.
For major and minor requirements as to hours of credit see devartmental statements.
Electives
Electives are planned with the purpose of properly distributing a
student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. Juniors and
Seniors should, as a rule, choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or
above. At least thirtv credits in Upper Division Courses must be completed for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum
of 128 credits with an average grade of C, or one honor point for each
c:.edit. A credit equals one recitation period a week throughout one
semester.
Honor points are computed at the rate of one honor point for each
credit with a grade of C, two honor points for each credit with a
grade of B, and three honor points for each credit with a grade of A.
English Proficiency
In order to qualify for the A.B. degree a student must demonstrate
2 proficiency in the writing and speaking of English.
Residence Requirement
To receive the A.B. degree the candidate must spend at least the
concluding year for such a degkea in residence.
DEGREE WITH DISTINCTION
The A.B. degree with distinction is conferred as follows:
Distinction
Honor point n&
Summa Cum Laude
Magna Cum Laude
Cum Laude
To be eligible for these honors, the student must have completed
at least two years of work at Augsburg, and his record at Augsburg,
as well as his total record must meet the requirements as given above.
CURRICULUMS
The following courses of study are outlined as guides for the student
and his adviser in plann,ing a program which will prepare him for the
vocation of his choice.
THE CHRISTIAN MINISTRY
Completion of the pre-seminary curriculum qualifies the student for
admission into the three-year course in the Theological Seminary,
which prepares students for the Christian ministry as pastors or missionaries. The following program gives the approximate pre-seminary
course. It does not include a major or a minor. The student should seek
the counsel of the Seminary adviser as early as possible since the major
selected by the student may affect the choice of courses even in the
Freshman year.
The Seminary adviser for candidates for Augsburg Seminary is Mr.
Stensvaag; for candidates for other Seminaries, Mr. Helland.
Sophomore
Freshman
.
Basic Bible
Orientation
. .
Freshman English .
Foreign Language
..
Healcth .
European Civilization
Physical Education
.
Electives
4
I
6
8
z
6
I
4
Junior
New Testament Greek
Speech
. .
.
History
.
Sociology or Economics or Political
Science or Education
.
Electives
. ..
Natural Science
Psychology
Foreign Langua,ge .
Typewriting .
New Testament Greek
Electives .
8
4
6
I
8
6
Senior
6
6
6
6
8
32
.... .
Religion
Youth Work in the Church
Philosophy
. .... ....
English Li,terature
..
Electives
. . . . . .
z
2
6
6
16
32
The foreign language requirement includes 14 semester credits in
Greek, and 14 smester credits in Latin, German, or Norwegian.
PARISH
AND
MISSIONARY WORKERS
The purpose of this course is to train men and women for effective
service in the Church at home or abroad; that is, as teachers in vacation, week-day and Sunday schools, as youth leaders, and as parish
workers. The course is so arranged that the student will, upon its satisfactory conclusion, receive the A.B. degree and also a certificate
indicating that he is a qualified parish worker.
Students interested in becoming parish workers should consult with
Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Religion and makes
it possible to plan for a major in Home Economics, History, English
or Sociology. It is also possible to plan for a major in Religion with a
minor in some other field. The courses essential for the securing of the
Parish Worker's Certificate are italicized in the outline below.
Freshman
Basic Bible . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . .6
Natural Science . . . . . . . . . 8
Typewriting . . . . . . . . . . . . . 3
Principles of Sociology
..... . 3
Social Problems . . . . . . . . . . . . . . 3
Orientation
................. I
Physical Activities . . . . . . . . . . . . . I
Electives . . . . . . . . . . . . . . . .3
-
Sophomore
Religion . .
. . . . .
Beginning Speech . . . . .
Types of Public Speech .
Foreign Language . . . .
General Psychology . .
Health
. . . . . . . . . .
First Aid . . . . . . . . . .
Electives
..........
32
Junior
The Missionary Enterprise . . . . . . z
Principles of Christian Education . 2
The Christian Churches
. . . . z
The Lutheran Church . . . . . . . r
Social Psychology or Urban Sociol......... 3
OgY - Actiltg
, ,
, , . .
. 3
Story Telling . .
,
. . . .I
Elementary Shorthand . . . . . . . . 6
Recreational Activities
. . . I
Electives
. .
.
10
Senior
Parish Work
............ z
Youth Work in the Church
. .
z
Edt~caticmal Psychology . . . . . . . 3
Hymns and Music of the Church
z
Fzindamentals of Jozrmalism . . . . . z
Crafts . . . . . . . . . . :', . . . . . . . . s
Fields of Social Work . . . . . . . 3
Secretarial Practice . . . . . . . . . . . . 3
Fine Arts
, ,
........ 2
Electives
. . . . . . . . . . . . 11.
-
HIGH
SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a certificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Students should usually prepare
for competency in at least two subject-matter fields in which high
schools offer work. In addition to departmental majors, broad majors
for teaching may be secured in natural science, social science, and
business education.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization . . . . . . . - . . . 6
Foreign Language or Natural
Science . . . . . . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . .
.2
Electives . . . . . . . . . . . . . . . . . . . . . . 4
Religion . . . . . . . . . . . . . . . . , .
Speech . . . . . . . . . . . . . . . . . . . . .
Foreign Language or Natural
Science . . . . . . . . . . . . . . . . . .
Psychology . . . . . . . . . . . .
Fine Arts . . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . .
Junior
Religion . . . . . . . . . . . . . .
Educational Psychology . . . . .
Teaching in High School
.
,
Philosophy . . . . . . . . . . . . . . .
Group Activity . . . . . . . . . .
Electives in Major or Minor . . .
Senior
............... 4
Religion
Principles of Guidance . . . . . . . . . . 3
Issues in Contemporary Education. 3
Student Teaching . . . . . . . . . . . 4 or I
Special Teaching Methods . . . . . . . . 4
Electives . . . . . . . . . . . . . . . . . . 1 4
Sophomore
VOCATIONS IN HOME ECONOMICS
f o r k in the Deparhent of Home Economics is intended to prepare
students for homemaking, ta e q i p them for the teaching of home
economics in high school. and to give them the first two years of the
training required for such vocations as dietetics. institution manage~ e n t home
.
economics and journalism, and home manomics in business.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work. X curriculum for a home economics
education major is given below. A graduate who completes this curriculum qualifies for certification by the Minnesota State Board for
Vocational Education to teach in federally aided secondary school home
economics departments. Courses in italics are not required for a general
home economics major.
Freshman
Religion . . . . . . . . . . . . . . . . . .4
Orientation
. . . . . . - - - . . . - . . .I
P.hysica1 Education . . . . . . . . . I
English . . . . . . . . . . . . . . . . . .6
Sociology . . . . . . . . . . . . . . . 3 or 6
Zoology* or Anatomy . . . . 8 or 4
Art in Daily Living . . . . . . . . . 3
Clothing Selection . . . . . . . . . . . 3
Nutrition . . . . . . . . . . . . . . . . . . 3
Clothing Constraction . . . . . . . 2
-
3 4 or 33
Junior
Religion . . . . . . . , . . . .
4
Educational Psychology . . . . . . . 3
Group Activity . . . . . . . . . . . 2
Tefiching in Secondary Schools . . . . 3
Bacteriology . . . . . . . . . . . . . . . 4
Textiles . . . . . . . . . . . . . . . z
Color and Design . . . . . . . . ., . . . . . 3
Home Planning . . . . . . . . . . . . . . 3
Family Health . . . . . . . . . . . . z
Sociology or Elective . . . . . . . . . . . . 3
Principles of Economics . . . . . . . . 3
Sophomore
Religion
.................... 4
Pspcholagy . . . . . . . . . . . . . . . . . . . 4
Marriage and Family Relations . . 3
Principles of Physiscs . . . . . . . . - - 4
Chemistry 5-6* or
Chemistry 4 . . . . . . . . . . . . . 8 or 4
Child Development . . . . . . . . . z
Foods . . . . . . . . . . . . . . . . . . . . . . 6
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
Elective . . . . . . . . . . . . . . . . . o or z
-
Senior
Religion
. . . . . . . . . . . . . . . . , .. 4
Special Methods . . . . . . . . . . . . . . 4
Student Teaching . . . . . . . . . . . . . 4
Principles of Guidance . . . . . . . . . . 3
Issues in Contemporary Education . 3
Home Management Problems . . . . . 2
Home Management La'bora.tory ... 2
Advanced Clothing Construction . . 2
Electives . . . . . . . . . . . . . . . . . . . . 8
Electives must be in the minor field which the student selects.
*Strongly recommended for students who contemplate graduate study
in home economics or work in the areas of nutrition, foods or textiles
research.
BUSINESS
The program in business administration is intended for students
who are planning to work in the fields of business and industry. In
addition to giving preparation for a business vocation the following
suggested course of study leads to the Bachelor of Arts degree.
Sophomore
Freshman
Religion
Freshman English
Foreign Language
Principles of Accounting
Introduction to Business
Orientation
Henlrh
Physical Education
Elective
Junior
.
Religion
United States History
. ..
Business Law
Public Finance or Money and
.
. . .
Banking
Taxation or Cost Accounting
Electives
Religion
Psychology
. . ,
Speech
. .
....
Principles of Economics
Introduction t o Statisti,cs
Natural Science . .
Electives .
.
3
3
13
Senior
Religion
. . .
4
Business Finance or Marketing . . 3
Industrial Mana)gement or Labor3
Management Relations . . .
Seminar in Business Administration . 3
Fine Arts
,
. . 3
Electives
. .
. 16
32
32
4
6
3
-
-
LAW
The following two-year program is suggested for students who plan
to study law.
Freshman
Religion
.
. .
Freshman English
Principles of Accounting
. .
Sociology .
European Civilization
. .
Orientation
General Psychology
Pihysical Aotivities
Sophomore
Reli,gion
Christian Ethi,cs
.
Principles of Economics
American Government .
Logic
.
. . ... .
Introduction to Philosophy
History or Literature
..
Natural Science
.
.
SOCIAL WORK
A rapid expansion of the field of social work during the past twenty
years has created an acute need for trained social workers. Positions
are available in pubIic agencies an federal, state, county, and municipal
levels; in private agencies sponsored by churches or other community
organizations; in goup work, case work, or community organization.
In response to this need, Augsburg College has developed a curriculum designed to do two things: (a) equip graduates for immediate
employment in social work positions that do not erequire post-graduate
training, and (b) prepare students for further study in graduate schools
of social work.
Augsburg College is an active member of the Minnesota Conference
on Social Work Education. During recent years graduates of Augsburg
have secured positions in both public and private welfare, in probation work, child welfare, group w o ~ k ,and case work.
The following courses are recommended for students interested in
Social Work. The courses which are italicized should be taken by all
such students.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English . . . .
European Civilization
American Government . . . . . . . . . . 6
Natural Science . . . . . . . . . . . . . . . 8
Psychology . . . . . . . . . . . . . . . . . . . . 4
Principles of Sociology
Social Problems . . . .
...........
Foreign Language . . . .
Orientation . . . . . . . .
Physical Education . . .
Health . . . . . . . . . . . .
Elementary Statistics
Junior
Religion . . . . . . . . . . . . . . . . . . . . 4
Principles of Economics . . . . . . . . . 3
Senior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Fields of Social Work . . . . . . . . . . .
History of Philosophy . . . . . . . . . .
Criminology . . . . . . . . . . . . . . . . . . .
Public Welfare . . . . . . . . . . . . . . . .
Electives
3
Rural Sociology . . . . . . . . . . . . . . . . 3
Urban Sociology ...............
3
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
3
6
3
3
. . . . . . . . . . . . . . . . . . 10
Introduction to Methods of Social
Work . . . . . . . . . . . . . . . . . . . . . . 3
Social Psychology . . . . . . . . . . . . . 3
Abnormal Psychology . . . . . . . . . 3
Fine A ~ t s . . . . . . . . . . . .
. 3
Electives . . . . . . . . . . . . . , . . . . . . .16
32
MEDICAL TECHNOLOGY
Students may complete a course leading to the Bachelor of Arts degree with a major in Medical Technology by completing three years
of work at Augsburg College and twelve months at General Hospital
or Swedish Hospital, Minneapolis. This course prepares them for
examination for certification in Medical Technology. It is recommended
that students in this curriculum choose a minor in an unrelated field.
The following program is suggested.
Sophomore
Freshman
................ 4
Religion
Freshman English . . . . . . . . . . . . . 6
Chemistry $-6 . . . . . . . . . . . . 8
Social Science . . . . . . . . . . . . . . .6
Orientation
. . . . . . . . . . . . . . .I
Physical Education . . . . . . . . . . I
Foreign Language - . . . . - . . . . . . . . 8
Junior
Religion . . . . . . . . . . . . . . . . . .
Onganic Chemistry . . . . . . . . .
General Psychology . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . . . . . . .
General Zoology
..............
Health . . . . . . . . . , . . . . . . . . . . . .
Elective . . . . . . . . ., . . . . . . . . . . . .
4
.8
4
3
8
2
3
Senior
Religion . . . . . . . . . . . . . . . . . 4
Chemistry 61 . . . . . . . . . . . . . . . . 5
Bacteriology . . . . . . . . , . . . . . . . . 4
Fine Arts . . . . . . . . . . . . . . . 3.
Electives . . . . . . . . . . . . . . . . . . 1 6
-
Lectures, lzboratory and ~ractical
work at General or Swedish Hospita1 for twelve months . . . . . . 3 2
-
Students taking this program must register at Augsburg as well as at
the affiliated hospital in their senior year.
DI ACONATE
A program whereby a Deaconess candidate can prepare for service
in the areas of parish work, social service, high schod teaching, missionary work, nursing, or secretarial work may be arranged in consultation with the Directing Sister of the Lutheran Deaconess Home, the
Dean of Women and the Registrar.
NURSING
Most hospitals prefer that applicants to their school of nursing have
at least one year of college. In many instances two or more years of
college work are desirable. The following pre-nursing curriculum is suggested for those planning to enter a four-year school of nursing. Those
who plan on a three-year nursing program should try to select courses
in college which will not duplicate the courses they will study in the
school of nursing which they plan to attend.
Freshman
,
~
,
Religion . . . . . .
4
Freshman English
. . . . . . . . .6
General Zoology
. . . . . . 8
Health . . . . . . . . . . . . . . . . . .2
sociology . . . . . . . . . . . . . . . . . . . . . 6
Elements of Nutrition .
- 3
Orientation . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . I
Electives . . . . . . . . . . . . . . . . . 2
-
,
~
Religion
. . . . . . . . . . . .4
History or Political Science . . . . . . 6
Psychology . . . . . . . . . . . . . . .4
Child Care . . . . . . . . . . . . . . . . . . . 2
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . 8
Physical Education . . . . . . . . . . . . . 3
Electives
................7
-
33
34
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg
College. This is a part of the three-year course offered by the hospital.
Application for admission to the School of Nursing should be made to
the Lutheran Deaconess Hospital, Minneapolis, Minnesota.
First Year
Anatomy and
Bacteriology
Chemistry .
Psychobgy .
Second Year
Physiology . . . . . . . . 4
. . . . . . . . ., . 3
. . . . . . . . . . . . . 3
. . , . . . . . . . . . .2
I2
Sociology
.
.
-
. . . . . .
2
2
Students enrolled in the School of Nursing at Swedish Hospital, Minneapolis, take courses in Chemistry, and Human Anatomy and Physiology at Augsburg College. Applications for admission to this program
should be made directly to Swedish Hospital.
ENGINEERING
A student may take two full years of pre-engineering at Augsburg
before transferring. The course outlined below applies 'to the fields of
aeronautical, electrical, agricultural, civil, and mechanical engineering
and engineering mathematics at the University of Minnesota. The
chemistry and chemical engineering programs will be slightly different. Students planning to enter this program should complete higher
algebra and solid geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . 10
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
-
Sophomore
Reli3gion . . . . . . . . . . . . . . . . 4
Elementary Calculus and Differential Equations . . . . . . . . . . . . .. l o
Introduction to Atomic and Nuclear
. . . . . . . . 4
Physics . . .
Electricity and Magnetism
..
4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . 8
Psychology or Sociology I , 2 . 4 or 6
-
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the courses in civil and mechanical engineering, in which case it may be taken in evening school or
summer session.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should take higher algebra and plane geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . .
. 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis
. . .lo
Orientation
.............. I
Health . . . . . . . . . ., . . . . . . . . z
Physical Education
. . . . . , .. I
Sophomore
Religion
.......- European Civilization . . .
Zoology . . . . . . . . . . . . . . . . . . .
Organic Chemistry . .
...
General Physics
. . . .
4
6
8
8
8
MEDICINE
Most medical schools require a minimum of three years of college
education, but premedical students often find it advantageous to complete their college work before entering the medical school. The following program will meet the requirements of most medical schools,
but it is advisable for the student to study the requirements of the
medical school to which he plans to apply.
Students who have not had higher algebra in high school will need
to add Second Course Algebra to the curriculum given below.
Sophomore
Freshman
Religion . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . . 10
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
Religion . . . . . . . . . . . . . . . - . . . . - 4History or Philosophy , , ,
,
6
Zoology . . . . . . . . . . . . . . . . . . . 8
General Psychology . . . . . . . . . . . 4
0r.ganic Chemistry . . . . . . . . . . . 8
Speech . . . . . . . . . . . . . . . . . . . . 3
35
33
-
Junior
Religion . . . . . . . . . . . . . . . . . - - 4
Social Science . . . . . . . . . . . . . . .6
German . . . . : . . . . . . . . . . . . . . . . 8
Quantitative Analytical C,hemisrrg j
General Ph,ysics . . . . . . . . . . . 8
Electives . . . . . . . . . . . . . . . . . . . . . 3
34
-
Senior
Religion . . . . . . . . . . . . - - 4
Sociolagy . . . . . . . . . ,. . . . . . . 3
Fine Arts . . . . , . . .- . . , . . . . . . . . 3
Physical Chemistry . . . . . . . . . . - . - 4
Genetics . . . . . . . . . . . . . ., . 4
Electives . . . . . . . . . . . . . . . . . . ..1 4
32
SECRETARIAL
WORK
The first year of the following program provides preparation for
certain office positions. Completion of the second year provides more
advanced training. A student who has had similar courses in high
school may be admitted to advanced classes on the basis of his proficiency in the subject. An outline of the requirements for teaching business subjects in high school appears under Secretarial Studies.
First Year
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . 6
Elementary Shorthand . . . . . . . . . . 6
Elementary Typewriting . . . . . . . . I
Intermediate Typewriting . . . . . . . 2
Principles of Accounting . . . . . . . . 6
Orientation . . . . . . - . . . . . - . - . . . I
Physical Education . . . . . . . . . .I
Health . . . . . . . . . . . . . . . . . . . . . . . 2
Electives . . . . . . . . . . . . . . . . . . . . . 3
-
Second Year
Religion . . . . . . . . . . .
Speech . . . . . . . . . . . .
Advanced Typewriting
Advanced Shorthand .
Psychology . . . . . . .
Secretarial Practice . .
Offi,ce Machines . . .
Consumer Education .
Electives . . . - , . . . . .
COURSES OF STUDY
COURSES OFFERED
Descriptions of the courses offered in 1958-60 are given on' the
following pages. Unforeseen circun~stances may necessitate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be
completed before credit is given. Course numbers separated by a
comma (1,2) indicate that it is a year course, but students may receive
credit for one semester without completing the other.
CREDITS
Credits shown are in terms of semester credits. For continuation
courses, the total credits for the year are given. A two-credit course
generally meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting per week
are more than the credits given. A semester is approximately 1 8 weeks
in length. The normal load for a student is 16 credit hours per semester.
DIVISIONAL ORGANIUTION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Religion
Philosophy
DIVISIONOF THE HUMANITIES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
DIVISIONOF THE SOCIAL
SCIENCES
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Secretarial Studies
Home Economics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
DIVISION OF RELIGION AND PHILOSOPHY
MR. STENSVAAG,
Chairman
the individual is apprised of
Through the study of religion and
the central realities of life and encouraged to build on the certainties of the
Christian faith. The work proceeds on the assumption that Christianity alone
can furnish a unifying principle which gives meaning to human existence. The
student is challenged to accept this point of view-to
relate himself to Christ
as the center, to evaluate all his studies and experiences in the light of revealed
truth, and to make consistent use of all his talents and training. The goal to
be desired is the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
Department of Religion
The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in instruction is to lead as many as possible to personal faith in
Christ, and to nurture the Christian life.
All full time students are required to register for two class hours per week
in one of the courses offered in religion during each semester of their studies.
Registration in New Testament Greek satisfies this requirement.
Major, 28 credits. Minor, 2 2 credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major or
minor.
I, 2.
BASICBIBLE. Fr. I, 11.
2, 2 Cr.
A brief introduction to the Bible followed by the study of the Gospel of Mark
and of one or two books in the Old Testament. The second semester is devoted
to the study of two or three books in the New Testament, including Romans,
and of ;brief portions from the Old Testament. Reading assignments include the
emire New Testament.
CHURCHHISTORY.I.
2 Cr.
A brief survey of the main events in the history of the Church for the purpose of developing a more intelligent and appreciative church membership.
3.
z Cr.
4. THE CHRISTIANFAITH IN THE MODERNWORLD.II.
A study of the Christian faith in its relationship to the secular movements and
rival .faiths of modern Western civilization. The course is designed to give to
the student an understanding, from the standpoint of the Christian faith, of
the present conflicts and crises in Western culture.
5. THEMISSIONARY
ENTERPRISE.
I.
2 Cr.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands. (Offered
1959-1960.)
7. PRINCIPLESOF CHRISTIANEDUCATION.
I
z cr.
Seeks to develop a fundamental understanding of Christian Education, its history,
objectives, and methods, especially as applied to Sunday School and Vacation
Bible School teaching.
2 Cr.
8. GREATMEN AND WOMENOF THE CHRISTIAN
CHURCH.11.
The lives of outstanding Christian men and women from the days of Christ
until the present are studied. Special reports, class discussion.
g. CHRISTIAN
ETHICS.I.
z Cr.
The problems of human duty are studied in the light of various human philosophies of morals. Validity is determined by reference to the Word of God.
The main emphasis is on the new life in Christ, its creation, development and
presemation, and its manifestation in the various phases of life.
lo. HYMNSAND MUSICOF THE CHURCH.11.
See Course l o under the Department of M&c.
2
cr.
23. GROUPACTMTY.
See Course 53 under Education.
I
Cr.
Upper Division Courses
5 I , 52. COMPARATIVE
RELIGION.I, 11.
2, z Cr.
A study of the origin, growth, teachings, and social results of some ten or
twelve of the great non-~hristian religions of the world.
5 3. THECHRISTIAN
CHURCHES.I.
z Cr.
This course aims to give the student an insight into the origin, development,
doctrinal position, and practices of the vafious branches of the Christian Church.
54. THE LUTHERANCHURCH.TI.
2 Cr.
A study of the Lutheran Church, its doctrines and practices. Attention is
given to Lutheranism in America and to the basic principles of the Lutheran
Free Church.
2 Cr.
56. YOUTHWORKIN THE CHURCH.11.
A study of ~rinciples,methods, and materials in youth work for the purpose
of developing effective Christian leadership in this sphere.
57.
QROBLEMS
IN CHRISTIANL.IVING. II.
2
Cr.
A consideration of some of the fundamental questions connected with living
the Christian life: such as, the assurance of salvation, the devotional life,
standards of conduct, the use of the Bible, stewardship, choice of vocation, life
in the local congregation. The Epistle to the Philippians is studied.
5 8.
PARISHWORK.I1
s Cr.
This course seeks to familiarize the student with the work of parish organization and visitation. It ranges in scope from soul-care to surveys. Class lectures
are supplemented by actual field work.
I. Sr.
2 G.
59. GODAND MAN IN THE OLDTESTAMENT.
The rich and varied aspects of the Hebrew life with God discovered and made
significant for our day through the study of a number of great passages, including selections in Isaiah and the Psalms.
60. THE MESSAGE
OF THE NEWTESTAMENT.
11. Sr.
2 cr.
A discovery of the essence of the Christian Faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
Department of Philosophy
The courses in philosophy seek to assist the student in becoming familiar with
the thoughts of the great men and intellectual movements in the history of
Western civilization, to create an understanding of the principles of sound
reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Courses 2 5 , 26, 41,42, 58 are required
for the major. Courses 41,42 are required for the minor.
35. 'LFrmo~ucm
TO ~ I L O S SO.
~ I.
.
3 Cr.
By means of reading selected scarce materiaf, supplemented bp cIassroom lecture
and discussion, zhe srudmc is acquiinted with rhe terminology of philosophical
discussion. Selected phitowphkal problems are rreated, including the of
ethics, mer*ph~sics, and theory of knowledge.
26. LOGIC.SO. 11.
3 Cr.
A study of the formal rules governing valid inference. Topics considered include: immediate inference, syllogism, scientific method, and a brief introduction
to the notation of symbolic logic.
41, 42. HISTORY OF PHILOSOPHY. I, n.
3. 3 Cr.
!in historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant.
U,pper Division Courses
2.
$2
n.
RELIGION.I,
under Department of Religion.
COMPARATIVE
See course 5 I,
2, 2
Cr.
j 5. CONTEMPORARY
PHILOSOPHY.Prereq. 42. I.
3 fie
An historical survey of the main currents of philosophical thought since Kant.
Topics dealt with include: German idealism and romanticism, existentialism,
Marxism, ,positivism, and pragmatism. (Offered I 9 5 8- 5 9.)
n.
56. KIERKFGAARD.
Prereq. 41 or 42.
3 Cr.
A study of selected writings of the Danish existentialist with emphasis on his
ccntribution to theory of knowledge as it relates to philosophy of religion and
theology. (Offered 1958-59.)
cr.
5 8. PLATO.Prereq. 41. 11.
3
A careful study and analysis of a number of the dialogues of Plato, including
selected portions of the Republic. (Offered 1959-60.)
3 Cr.
60. FORMSAND PHILOSOPHYOF ART. 11.
The spirit and substance ofi art and the art experience in their various forms
through demonstrations, lectures, and readings in the philosophy of art. (Offered 1959-60.)
3 Cr.
61. PHILOSOPHY
OF RELIGION.Prereq. 3 credits in Philosophy. I.
An inquiry into the nature of religious faith and the religious experience from
the viewpoint of philowphy and psychology. (Offered 1959-60.)
Jr., Sr. 11.
74. HISTORYOF POLITICALTHOUGHT.
See course 74 under Political Science.
3 Cr.
I , I Cr.
81, 82. SEMINARIN PHILOSOPHY.
Jr., Sr. I, 11.
An advanced discussion of a thinker or topic chosen by the instructor and
students. Arranged when there is sufficient demand. (OfEered 1918-59.)
DIVISION OF THE HUMANITIES
MR. THORSON,
Chairman
It is the purpose of the Division of Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in &ding his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as chese are found in language, literature, and the fine arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
Department of Ancient and Classical Languages
The courses in classical and ancient languages aim to give the students a real
insight into our classical heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard ,prerequisite for adrnission to most theological seminaries.
N e w Testament Greek
Minor, I 6 credits.
I-Z? ELEMENTS
OF NEW TESTAMENT
GREEK.I, 11.
8 Cr.
111 adldition to the theoretical and practical study of the grammar of the Greek
language of the New Testament, the course will cover the manuscript transmission of ,the Greek text of Ithe New Testament with the description of the
main uncial manuscripts and ancient versions.
5 r, 52. ADVANCED
NEW TESTAMENT
GREEK.I, 11.
3 , 3 Cr.
Selections from the Synoptic Gospels and Acts. Special emphasis is given to
parsing and syntax ai the Greek text.
53, 54. GREEKEXEGESIS.
I, 11.
I , I Cr.
Selections from the Pauline and Catholic Epistles. Special emphasis is given to
the syntactical and exegetical approach to the Greek text.
?Continuation course. To receive credit for this course, a student must complete
both semesters.
Latin
8 Cr.
I-2.t BEGINNING LATIN.
Fr. I, II.
Grammar, easy prose, composition.
3, 4. GSAR, AND ST. AUGUSTINE.
SO. I, n.
3, 3 Cr.
Continuation of grammar and syntax. Reading from Caesar's Gallic War and
Sr. Augusthe's Confessims. (Offered I 9 5 9-60.)
Hebrew
E3-E4.1
HEBREW
FOR BEGINNERS.I,
n.
6 Cr.
See Course 9-10 under Theological Sminary.
S f , 86. HEBREW
EXEGESIS.
I, 11.
See Course 17, I 8 under Theological Seminary.
2,2
cr.
Department of English
The Department of English aims to train students in the proper use of
English in oral and written expression; to increase proficiency in reading and
in analyzing literary texts; to acquaint the students with the development of
the literature of England and America; and to instill a deeper understanding
of the fundamental truths and realities of life revealed in great literature.
The department prepares specifically for the teaching of English in secondary
schools and for graduate study.
Freshman English is required of all students. The department annually may
exempt a few well qualified students from this requirement. Those exempted
from Freshman English must register for 6 credits above Freshman English.
Major: 27 credits pbove Freshman English, including courses 31, 32, 51, 52,
61, 62, 74, and one of the ,following: 59, 81, 83, or 85.
Minor: zo credits above Freshman English, including courses 31, 32, 51, $2,
61, and 62.
Teaching major: 27 credits a'bove Freshman English, including courses
listed for the non-teaching major plus 71.
Teaching minor: 2 0 credits above Freshman English, including courses listed
for the non-teaching minor plus 71.
A minor in speech, library scien.ce, or a foreign language is recommended for
those who plan to teach English in high school.
Students who plan to do gaduate work in English should include courses 76,
78, and 92.
$Continuation course. To receive credit for this course, a student must complete
Loth semesters.
A. IMPROVEMENT
OF READING.
I, 11.
o Cr.
A developmental program for students who wish to improve speed and
comprehension in reading. Open to all students.
I-2.f
FRESHMANENGLISH.I, 11.
6 Cr.
A study of language, composition, and literature. Themes and a reference paper.
Required of all students. Students who do not meet the minimum requirements
in the entrance English tests are 'placed in special sections meeting five hours a
week.
21.
MASTERPIECES
OF WORLDLITERATURE.
Prereq. 2. I.
2 Cr.
Reading, analysis, and discussion of some of the world's great classics. Recommended for non-English majors.
25. EXPOSITORY
WRITING.Prereq. 2 . I.
r Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
26. CREATIVE
WRITING.Prereq. 2. 11.
2 Cr.
Writing of description and narration. Study of techniques in the composition
of fiction, poetry, and drama. Individual and group projects.
31. F O U N D A ~ OOF
N SLITERATURE.
Prereq. 2. I.
3 Cr.
Study of Greek and Roman masierpieces, tracing the influence of the classical
tradition in modern British and American literature.
MEDIEVALAND RENAISSANCE
LITERATURE.
3 Cr.
Prereq. 3 I or consent of instructor. 11.
English literature from Beowulf through Shakespeare. Some attention paid to
non-English works.
3 2.
Upper Division Courses
50. CORRECTIVE
WRITING.hereq. 2. Offered both semesters.
I Cr.
Designed to develop correctness in writing and usage. Required of all students
who rank low in the sophomore Cooperative English Test.
AMERICAN
LITERATURE.
2, 2 Cr.
Prereq. 3 1 or consent of instructor. I, 11.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 I, 5 2.
5 7. THEMODERNSCANDINAVIAN
NOVEL.1.
See course 5 5 under Scandinavian Language and Literature.
z Cr.
icontinuation course. To receive credit for this course, a student must complete
both semesters.
L
AUGSBURG
COLLEGE
rn
DRAMA.
11.
5 6. THEMODERNSCANDINAVIAN
See course 56 under Scandinavian Language and Literature.
2
Cr.
Prereq. 3 I or consent of instructor. I.
z Cr.
57. THEBRITISH NOVEL.
The development of the novel in England. A study of the major novelists and
their novels. (Offered I 9 59-60.)
POETRY.Prereq. 3 I or consent of instructor. I.
59. CONTEMPORARY
Analysis of: the techniques of modern poetry. (Offered 19y 8-59.)
z Cr.
BRITISH LITER~TURE
OF THE SEVENTEEN^ AND EIGHTEENTHCENTURIES.
3 Cr.
Prereq. 3 I . I.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
61.
OF THE NINETEENTH
CENTURY.
Prereq. 3 I . 11. 3 Cr.
Gr. BRITISHLITERATURE
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
TO MODERN
ENGLISH.Prereq. z. I.
z Cr.
71. INTRODUCTION
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective high-school English teachers an introduction to the study
of language.
t Cr.
72. LITERARY
CRITICISM.Prereq. 2 . 11.
A study of basic :texts, winh emphasis on principles and issues which have
special relevance for modern thought. (Offered I 9 5 9-60.)
74. SHAKESPEARE.
F r e q . 3 2 . 11.
3 Cr.
Reading of some of the plays. Attention given to the principles of drama and
the historical background.
76. MILTON. Prereq. 61. H.
z Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century. (Otfered
1959-60.)
78. CHAUCER.Prereq. 3 2 . 11.
2 Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Cmterbu~yTales. (Offered 1958-59.)
z Cr.
8 I. MODERNDRAMA.Prereq. 3 I . 11.
A survey of the chief dramatists from the time of Ibsen. Representative plays
studied as literature and as theater. (Offered 1958-59.)
8 3 . MODERNBRITISHLITERATURE.
Prereq. 3 I. I.
2 Cr.
The irmpo~tantli,terary movements of the present century in England, concentrating on leading authors and nota'ble productions. (Offered 1959-60.)
AMERICAN
LITERATURE.
Prereq. 5 I, 5 2 . 11.
85. CONTEMPORARY
Major writers since World War I. (Offered 1959-60.)
2
Cr.
2 Cr.
92. ENGLISHSEMWAR.Prereq. Sr. and English major or minor. 11.
Methods and problems of bibliography and research. Selected topics in American
and British literature. Intended for students preparing for graduate study in
English.
TEACHING
OF ENGLISH. I.
See course 93 under Education.
93.
2
Cr.
Journalism
I.
FUNDAMENTALS
OF JOURNALISM. I.
2 Cr.
An introduction to the theory and practice of journalism, with emphasis on
reporting and writing. Some attention given to editing and headline writing.
2.
EDITING THE SMALLPAPER.I1
2 Cr.
The mechanics of newspaper production. Designed especially for prospective
advisers of high-school publications. (Offered 1959-60.)
5 . Echo STAFF MEETINGS.I, 11.
I, I Cr.
Students who are regular members of The Augsburg Echo stag and who may
receive credit for their work must register for the weekly staff meetings. These
meetings are also open to members of Course I. Hour arranged.
A,
Augsburgian STAFF MEETINGS.I, 11.
I , I Cr.
Students who are regular members of the Augsburgian staff and who may receive credit for their work must register for the schduled weekly stag meetings.
5, 7 .
Department of Speech
This department aims to foster in students those speech skills whidh contribute to meaningful self-expression and effective leadership. It seeks to
develop platform skills, intelligent speech compositions, and critical listening
habits. It aims, through courses in interpretative reading and drama, to stimulate an appreciation of h e literature and drama.
The department offers a major in general speech which prepares the student
teach speech in the secondary schmls and to take graduate work in speech,
radio, theater, or speech pathology.
ta
All students are required to earn 3 credits in speech
is designed especially for this requirement.
Major: 21 credits above Speech I I , including courses
Also required is Phil. 26. English is recornmenKed as a minor.
Minor: 1 5 credits above Speech I I. For Education students courses 66 and 76,
and st least one course f r m each of ~ h following
e
groups: 12,5 1 ; 31, 32; 61, 62.
II
Students needing help with speech problems such as stuttering, lisping, foreign
dialect, and excessive stage fcight should contzct the head of rhe department
for individual attention.
i I. BEGINNING
SPEECH.Fr., So. Offered both semesters.
3 Cr.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speaking.
I z. TYPES
OF PUBLICSPEECH.Prereq. I I . Fr., So. 11.
3 Cr.
An introduction to argumentation and persuasion, discussion, debate, interpretative reading, and parliamentary procedure. Participation in various speaking
activities.
I 5.
STORYTELLING.
I.
I Cr.
Selection and preparation of stories for various age groups. Observation and
practice in story telling. (Offered I 9 5 8- J 9.)
21-2z.t INTERCOI-LEGIATE
DEBATE.I, 11. Open to all students.
2 Cr.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
ZJ, 26. PUBLICSPEAKING
SEMINAR.Open to all students. I, 11.
I, I Cr.
Advanced work in public speaking. Participation in collegiate oratory contests.
Arranged.
TO DRAMATIC
ARTS.Open to all students. I.
3 Cr.
zg. INTRODUCTION
An introduction to the history of the theater and to the theories of drama and
dramatic production. (Offered I 9 J 8- 5 9.)
3 I. INTERPRETATIVEREADING.SO. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
kinds of prose, .poetry, and drama. (Offered 1959-60.)
32. ACTING.SO. 11.
3 Cr.
An introduction to the art of .acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
Upper Division Courses
5 I. GROUPDISCUSSION.
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques. (Offered 1958-1959.)
5 j. RADIOSPEECH.Jr., Sr. I
2 Cr.
Exercises and projects in preparation and prodnction 04 radio programs. (Offered 19j9-60.)
+Continuation course. To receive credit for this course, a student must conlplete
both semesters.
61. ARGUMENTATION
A N D DEBATE.Prereq. I I . Jr., Sr. I.
2 Cr.
Applications of logic in public address. Preparation and delivery of argumentative speeches and participation in debates. (Offered 1959-60.)
62.
PERSUASION.
Prereq. I I . Jr., Sr. I.
2 Cr.
Applications of psyahology in public address. Preparation and delivery of persuasive speeches. (Offered 195 8-59.)
2 Cr.
64. STAGECRAFT.
Jr., Sr. 11.
A stu'dy of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises. (Offered
1559-6b.)
3 Cr.
66. STAGEDIRECTION.
Prereq. 3 2 . Jr., Sr. 11.
Theory and ,practice of stage direction with laboratory exercises in planning
anmd conducting rehearsals. (Offered I 9 5 8-59.)
76. SPEECHPATHOLOGY.
Jr., Sr. I1
3 Cr.
Physical and psychological factors underlying normal and abnormal speech. An
introduction ,to principles and methods of speech correction.
OF SPEECH.Sr. I.
95. TEACHING
See course 95 under Education.
2
Cr.
Department of Modern Languages
This ~ e ~ a r t m e n
aims
t to impart to the student the knowledge of a modern
language as a factor in stimulating a sympathetic interest in the people for whom
it is the main channel of expression. It also aims to aid the student in developing
an understanding of the idiom of a particular language and' a mastery of tshe
rules of grammar and rpronunciamtion. It furthermore seeks t o develop an interest
in the histony, literature and life of the people whose language he is learning,
and to transmit to American life the best of their cultural and religious
heritage. A special ai,m is to provide language facility and technical training
for such a plan to teach, study theology or become candidates for higher
academic degrees.
German
Minor, so credits.
I-2.t
BEGINNINGG E F ~ A NI, . 11.
8 Cr.
A study of the grammar and vocabulary of the German language so that the
student attains a reading knowledge.
3,4. MODERNGERMANPROSEAND POETRY.I, 11.
3, 3 Cr.
This course continues to build up the vocabulary of the student through the
study of easy prose and poetry.
fantinuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
5 I, 1Z. GERMANLITERATURE.
I, 11.
3, 3 Cr.
Reading of standard authors. Brief survey of German literature. (Wered
1919-60.)
Scandinavian Language and Literature
24 credits.
I-2.t BEGINNINGNORWEGIAN.Fr. I, 11.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
j, 4. INTERMEDIATE
NORWEGIAN.
SO. I, 11.
3, 3 c r .
Further study of grammar. Reading of standard authors. Brief survey of
Norwegian literature. Composition. (Offered I 9 18 - 5 9.)
I I. SCANDINAVIAN
HISTORY.I.
3 Cr.
A !brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. (Offered 1919-60.)
r 6. MODERNSCANDINAVIA.
11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered I 9 19-60.)
Upper Division Courses
5 5 . THEMODERNSCANDINAVIAN
NOVEL.Jr., Sr. I.
2 Cr.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma La.gerl@f,
and others. Knowledge of a Scandinavian language not required. (Offered
1958-19.)
DRAMA.Jr., Sr. 11.
z Cr.
56. THE MODERNSCANDINAVIAN
The course includes dramas 'by Bjgirnson, Ibsen, and Strindberg. Knowledge of
a Scandinavian language not required. (Offered 19 18-19.)
French
Minor, zo credits.
I-2.t
BEGINNING
FRENCH.I, 11.
8 Cr.
The course includes the study of French sounds and their spelling, the essentials
of grammar, oral and written work, and the reading of suitable selections from
French literature. (Offered 1919-60.)
3, 4. INTERMEDIATE
FRENCH.I, 11.
3, 3 Cr.
One half of the time is devoted to the further study of grammar, composition,
and oral work. The other half is spent in reading representative types of French
literature. ( m e r e d 195 8-59.)
+Continuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
y I. SURVEY
OF FRENCHLITERATURE.
I.
3 Cr.
A study of the authors and literary movements of the seventeenth, eighteenth,
and nimeteenth centuries. (Offered only as an honors course for selected
students.)
FRENCH PHONETICS,CONVERSATION,
AND COMPOSITION.
11.
3 Cr.
A thorough study of French sounds, phonetic symbols, drill on pronunciation,
honet tic readings, various types of oral work, memorization, dictation and
composition. (Otfered only as an honors course for selected students.)
52.
Spanish
Minor,
20
credits.
I-2.i
BEGINNINGSPANISH.I, 11.
8 Cr.
Stresses pronunciation, the essentials of grammar, elementary conversation,
and background reading in Spanish on the Latin American countries.
3, 4. INTERMEDIATE SPANISH.I, 11.
3, 3 Cr.
Includes further study of grammar, oral and written work, and the reading of
short stories, novels, and plays in the Spanish language.
Upper Division Courses
5 I. SURVEY
OF SPANISHLITERATURE.
I.
3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish, reading of representative works and reports. (Offered 1959-60.)
52. SPANISHCONVERSATION
AND COMPOSITION.
11.
3 Cr.
A course aiming to facilitate free expression in Spanish through conversation
2nd composition, including original themes. Laboratory, including audio-visual
aids, in'tegrated with classroom work and instruction. (Offered 1959-60.)
TEACHING
OF MODERN
LANGUAGES.
Sr. I.
See course 73 under Education.
73.
z Cr.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
Department of Music
The Department of Music offers training to students who wish to become
teachers of music, soloists, and directors of choral and instrumental ensembles,
as well as preparation for those who expect to pursue specialized study in the
field of music. General instruction is aflorded students who are interested in
the appreciation and understanding of the music of the masters. Emphasis is
laid upon (the rich musical heritage of the Christian Church.
Graduation Major, 36 credits, including courses I , 2, 7, 8, I 5-16, 55-56,
57, 58, 61-62 or 63-64;4 credits from 10, 77, 78; and 8 credits in applied
music, 2 of which must be in piano or organ.
Teaching Major, 3 2 credits in addition to 88, 89; including courses I, 2, 7,
2 credits from 77, 78; and 6
credits in applied music, 2 of which must be in piano or organ.
8, 15-16, 55-56, 57, 58, 61-62' or 63-64';
Two public recitals, at least one of which must be in the junior or senior
year, is required of all music majors.
Graduation Minor, 26 credits, including courses I, 2, 7, 8. I 5-16, 78; 4
credits from 10, 15-56,57, 58, 77 and 2 elective credits; and 6 credits in applied
music, 2 of which must be in private lesms in either vocal or instnunend
music.
Teaching Minor, 22 credits in addition to 88, 89; including courses I, 2,
15-16,55, 57, 58, 61-62 or 63-64;and 4 credits in applied music.
Two credits are given for membership for one year in the Choir or the
Concefit Band. One credit is given for membership for one year in the Women's
Chorus or Male Chorus. Credit in Choir is not granted for less than two
com(p1ete semesters within an academic year.
One credit per semester is granted to studeqts taking a minimum of sixteen
thirty-minute lessons per semester in either voi'ce, #piano,organ, brass, or woodwinds. Occasional lessons are available without credit.
For statement of fees see under Financial Information.
3 , 2. THEORY,
I, 11.
2, 2 Cr.
A 'basic course in the fundamentals of music, including the prinoiples of
notation, major and minor scales, intervals, triads, rhythms: aural skills: sight
reading, dictation, and part singing. Should be taken ,concurrently with I 5-1 6
whenever possible.
.
*A student wirh a major for teaching should 'be prepared for both vocal
and instrumental work. Unless he takes 'bo& technique courses, his work in
applied music, excepting the required credits in piano, must be in instrumental
music if he registers for Choral Technique, and in vocal music if he registers
for I n s t m e n t a ~ lTechnique.
AND LITERATURE
OF MUSIC.I, 11.
2, 2 Cr.
;, 8. HISTORY
,4n historical approach to the appreciation of the world's greatest musi,c.
Supplemented by musical scores and record illustrations. For students with or
without a musical background. Students should complete 7 before regisrering
&or 8, or have consent of instructor.
10. HYMNSAND MUSICOF THE CHURCH.11.
2 Cr.
A survey course dealing with the development of the music of the Christian
Church, with special attention to Protestant hymnody. Designed for the
ginera1 student, the course also will prove helpful to organists, choir directors,
and pre-~heologicalstudents. The course is accepted as fulfilling the requirements
of a course in religion.
15-16.? HARMONY.I, II.
4 Cr.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies as well as opportumty for simple creative writing.
Upper Division Courses
HARMONY.
Prereq. z, I 6. I, 11.
2, 2 Cr.
5 5, 56. ADVANCED
Continuation of the work begun in Course 15-16,with advanced work in harnlonization of figured bass and given melodies. Thorough study of modulation,
advanced ,chord formations, #theuse of suspensions, retardations, and ornaments
of music.
Prereq. z, or z Cr. in piano, organ, or equivalent.
57, 58. CONDUCTING.
Jr. I, 11.
2, r Cr.
course designed for students planning to enter the field of public school
music, as directors of vocal or instrumental music or both, and for those who
wish training in church choir administration and direction. Students in music
education are advised to take the course in their junior year.
61-64.? INSTRUMENTAL
TECHNIQUE.
Prereq. z. I, II. Sr.
4 Cr.
Class instruction in string, reed, brass, and percussion instruments, preparing the
prospective public school music teacher an,d director for work in band and
orchestra.
65-64.? CHORALTECHNIQUE.
Prereq. 2. I, 11.
4 Cr.
Class instruction in the fundamentals of voice as related to singing, preparing
the prospective public school music teascher and director for work in vocal music.
77. COUNTERPOINT.
Prereq. 5 5. I. Sr.
2 Cr.
Strict counterpoint in one, two, three and four-part writing in all the species.
-
f(=ontinuation course. To receive credit for this course, a student must complete
both semesters.
78.
MUSICALANALYSIS.Prereq.
2,
$5,
and 7 7 or consent of instructor.
TI. Sr.
2
Cr.
A detailed study of the structure and form of music, together with the study
of the harmonies constituting any musical composition.
88. TEACHING
OF GRADESCHOOLMUSIC.
Jr. TI.
See course 888 under Education.
t
Cr.
OF HIGH SCHOOLMUSIC. Sr. I.
89. TEACHING
See course 89 under Education.
2
Cr.
I,
z Cr.
cr.
I
%. % c r .
%, %, Cr.
o Cr.
These organizations exist not only for fihe benefit of the music student but
for anyone enrolled as a student who wishes to ,participate in groups affording
opportunity for musical expression.
I , I Cr.
PREPARATORY
PIANO.I, 11.
Keyboard fundamentals. Major and harmonic minor scales, sight reading, hymns,
and simple repertory.
I , I Cr.
INTERMEDIATE
PIANO.Prereq. Prep. Piano or equiv. I, 11.
Melodic minor scales, chords, and arpeggi. Repertory including Bach-Carrol,
Burgmuller Opus 100, and Sonatina album.
I , I Cr.
ADVANCED
PIANO.Prereq. Interm. Piano or equiv. I, 11.
Technique as needed, using Cramer, Loeshorn, Bach Two-Part Inven,tions,
Sonatas of Haydn, Mozart, Beethoven, etc. Repertory from Classical, Romantic,
and Modern Composers.
I , I Cr.
ELEMENTARY
ORGAN.Prereq. Prep. Piano or equiv. I, 11.
General coordination and technique of playing the organ. Study of the Baoh
Eight Little Preludes and Fugues, Dupre's 79 Chorales, and hymn playing.
I , I Cr.
ADVANCED
ORGAN.Prereq. Elem. Organ or equiv. I, II.
Technique as needed. Repertory from pre-Bach, Baroque, Romantic, and modern
organ composers.
I'OICE.
I, 11.
I , I Cr.
Voice instruction includes correct habits of pronunciation and articulation,
brea,th control, flexibility, ear training in some cases, and interpretation of song
classics, both sacred and secular. One thirty-minute lesson per week.
:Continuation course. To receive credit for this course, a student must complete
both semesters.
%
BRASSINSTRUMENTS.
I, TI.
or
% or
WOOD-WIND
INSTRUMENTS.
I, 11.
I
Cr.
I
Cr.
Private or class instruction in these instruments is offered as follows:
a) Private instruction+nk
per semester. I credit.
thirty-minute lesson per week (or its equivalent)
b) Class instruction-ne
thirty-minute lesson per week (or its equivalent)
per semester, in groups of not less than three pupils. f/Z credit.
Opportunities for participation in Brass, String, and Woodwind ensembles are
offered each year on a non-credit basis.
Art
I . 2.
MODELING
AND SCULPTURE.
I, 11.
2, z Cr.
Design in three-dimensional form. Modeling of portraits, human figures and
animal Iforms. Plaster casting.
3. ART IN DAILYLIVING.I.
See course 3 under Department of Home Economics.
3 Cr.
7, 8. PAINTING.I, 11.
2 , z Cr.
Still life and landscape painting. Theory of composition and color. Problems
in line, form, space, color mixing, and practic,al problems.
Upper Division Courses
AND APPRECIATION
OF ART. 11.
64. HJSTORY
!ke course 64 under Department of Home Economics.
3 cr.
tcontinuation course. To receive credir. for this course, a student must complete
both semesters.
DIVISION OF THE SOCIAL SCIENCES
It is the general purpose of t h e work in this division m improve rhe student's
understanding of human relationships and his appreciation 0: rheir imporeance
2nd value, especially in their Chrktian interpretation. T h e work pmceeding
under the guidance of the faculty in this division i s therefore mwldsd to
develop a higher grade of citizenship and to improve the individual's adaptation to his vocation.
Department of History and Political Science
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations of
the phenomena in the fields of History and Political Science. It affords preparation for graduate study and for .teaching in secondary schools.
History
Major, 30 credits; minor, 21 credits. Students with a major or minor in
history x p l a n to teach in this field must include History 21 and 22. For
non-majors, prerequisites may be waived on consent of the instructor.
I-r.? EUROPEAN
CIV~IZATION.
Fr. I, 11.
6 Cr.
This course is a rapid survey of European history from ancient times and up to
the present. Desfgned to lay the foundation for future work in History.
I I.
SCANDINAVIAN
HISTORY.
I.
See Course I I under Scandinavian Language and Literature.
3 Cr.
UNITEDSTATESHISTORY.
SO., I, TI.
3. 3 Cr.
A survey of the life of the American people, and the development of their
ideas and institutions. First semester to 1865, second semester to present.
2 1 , 22.
Upper Division Courses
3 Cr.
AND THE REFORMATION.
Prereq. 1-2. Jr. I.
5 I . THE RENAISSANCE
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modem civilization and culture.
(Offered 1959-60.)
3 Cr.
TO 1800. Prereq. 1-2. Jr., Sr. 11.
52. ENGLAND
Emphasis placed upon the constitutional development of England and the
factors which shaped the background of U. S. History. (Offered 1958-59.)
f-Continuation course. To receive credit for this course, a student must complete
both semesters.
53. LATIN-AMERICAN
HISTORY.
Prereq. 1-2. Jr., Sr. I.
A swdy of Latin America and its development. (Offered lr58-59.)
3 Cr.
$4. MODERNRUSSIA.Prereq. 1-2. Jr., Sr. 11.
3 Cr.
Particular emphasis on the period since Peter the Great. (Offered 1958-59.)
UNITEDSTATES.Prereq. 21, 22. Jr., Sr. I.
3 Cr.
5 5 . CONTEMPORARY
The United States drom about 1900 to 'the present. Seminar offered in connection with this course may be taken for one additional credit on approval
of instructor. (Offered 1959-60.)
DIPLOMACY.
Prereq. 6 cr. in Hist. or Pol. Sci. Jr., Sr. 11. 3 Cr.
56. AMERICAN
A consideration of foreign relations of the United Sta,tes from the Revolutionary
War to ,the :present. Seminar offered in connection with .ahis course may be
taken for one additional credit on approval of instructor. (Offered 1959-60.)
61. ANCIENTHISTORY.Prereq. 1-2. Jr., Sr. I.
3 Cr.
A cu1,tural and political history of ancient civilizations and their contributions
to modern cultures. (Offered I 9 5 8 - 59.)
62. HISTORY
OF CANADA.
Jr., Sr. I.
3 Cr.
The development of Canada from early exploration to the present, with
emphasis on Canadian-United States relations. (Offered
I 9 59-60.)
64. MEDIEVALHISTORY.Prereq. 1-2. Jr., Sr. 11.
3 Cr.
The medieval period of Europe and the Mediterranean area. (Offered 1958-59.)
71.
FRENCH REVOLUTIONAND EARLY NINETEENTH CENTURY EUROPE.
3 Cr.
Prereq. 12 credits in Hist. Jr., Sr. I.
Poli,tical, economic, social, and cultural developmen,t in Europe from 1789 to
I 850. The French Revolution, Napoleon, the Restoration, *he Revolution of
1848. (Offered 1959-60.)
credits in H i t . Jr. Sr. 11.
3 Cr.
Politi,cal, economic, social, and cultural ,deveIopment in Europe from I 848 to
1914. The national unification of Germany and Italy, che rise of imperialism,
and the ,background of World War I. (Offered 1959-60.)
72.
LATENINETEENTHCENTURY
EUROPE.Prereq.
74.
HISTORYOF POLITICAL
THOUGHT.
Jr., Sr. 11.
12
3 Cr.
Sec course 74 under Political Science.
CENTURY.
Prereq. 1 2 cr. in Hist. Sr. I, 11. 3, 3 Cr.
8 I , 82. THETWENTIETH
A survey of recent developments in (the world, extending from che ourbreak of
Vorld War I to vhe present. Seminar offered in connection wich this course
may 'be taken for one ~d~ditional
credit ,per semester on approval of instructor.
(Offered 1958-59.)
SEMINARIN NORTHWESTHISTORY.Jr., Sr. I. Prereq. consent of instructor.
2 Cr.
A st,udy of various areas of the history of Minnesota and the Northwest. A
research paper is required of each member of the class. (Offered 1958-59.)
99.
Political Science
Minor,
I1
credits.
I, 11.
6 Cr.
41-42.t AMERICANGOVERNMENT.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government. Contemporary issues are
stressed.
Upper Division Courses
S THE UNITEDSTATES.Jr., Sr. I.
53. POLITICAL P A R ~OF
3
American parties, their organization, methods, functions, pressure groups. (Offered 1958-59.)
&=r.
16. AMERICAN
DIPLOMACY.11.
See course 56 under History.
3 Cr.
6 I.
PUBLICFINANCE.Prereq. 4 1-42 or Econ. I 5 for Political Science minors.
Jr., Sr. I.
3 Cr.
See course 61 under Business Administration and Economics.
74. HISTORY
OF POLITICAL
THOUGHT.
Jr., Sr. II.
3 Cr.
-4 study of .political philosophy and its influence and historical signi,ficance
from ancient Greeks to the present. (Offered I 959-60.)
OF THE SOCIALSTUDIES.Sr. I.
81. TEACHWG
See course 85 under Education.
2
Cr.
Geography
14. HUMANGEOGRAPHY.
Fr., So. II.
A study of geographical factors affecting mankind.
3 Cr.
Combined Major in Social Sciences for Teaching
Requirement: 21 credits in History (including History 21 and 22) and
Geography; Sociology I, 2; Economics 15, 16; Political Science 41-42.
Minor in Social Science
Requirement: 6 credits each in History and Sociology; Political Science 41-42;
and 3 credi,ts in Economics.
-'Continuation Course. To receive credit for this course, a student must complete
both semesters.
Department of Sociology
The objectives of this Department are to help students attain a better understanding of society and its social problems, as well as to prepare students for
social service, for graduate training in social work, and for graduate study in
Sociology. Beyond understanding of society and its problems and beyond
academic competence, the Department aims to explore the relevance of' Christianity to effective social service.
Major, 24 credits including Sociology I , 2. Required in addition are History
1-2, or 21, 22.
Minor, 1 5 credits including k i o l o g y I , z. Required in addition are History
1 - 2 , or 21, 22.
Introduction to Statistics is re~om~mended
for majors and minors in k i o l o g y .
For other recommended courses see under Social Work curricu1,un.
I.
PRINCIPLES
OF SOCIOLQGY.
Fr., So. I.
3 Cr.
fin introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2. SOCIALPROBLEMS.
Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
TO STATISTICS.
Fr., So. 11.
4. INTRODUCTION
See course 4 under Business Administration and Economics.
YN. SOCIOLOGY.
I.
4 course in general sociology for nurses.
16. MODERNSCANDINAVIA.
11.
See course 16 under Scandinavian Language and Literature.
3 Cr.
2
Cr.
3 Cr.
2I.
RURALSOCIOLOGY.
SO. I.
3 Cr.
Structure, function and change of rural society with special attention to the
problems of contemporary rural America.
22. URBANSOCIOLOGY. SO. n.
3 Cr.
Study of the city as to historical background, causes of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
AND FAMILYRELATIONSHIPS.
11.
42. MARRIAGE
See course 4 2 under Department of Home Economics.
3 Cr.
Upper Division Courses
51. CRIMINOLOGY.
Prereq. I . Jr., Sr. I.
3 Cr.
A study of the nature of delinquency and crime in our contemporary world. An
examination of causal factors, methods of apprehension, treatment, and prevention of delinquency and crime.
RACERELATIONS
A N D MINORITY
PROBLEMS.
Prereq. I . Jr., Sr. 11. 3 Cr.
5
The dynamics of prejudice, racism, and discrimination, together with an examination of social action programs. (Offered I 9 5 8-5 9.)
56.
RELATIONS.
Jr., Sr. 11.
LABORAND MANAGEMENT
3 Cr.
An analysis of the socio-economic roles of labor and management in a dynamic
society. (Offered 1959-60.)
57. FIELDSOF SOCIALWORK.Prereq. I. Jr., Sr. I.
3 Cr.
An introductory course to acquaint the student with the scope, nature, and
fanctions of social work. A survey of private and publjc social agencies in
the field of family welfare, child welfare, medical social work, group work,
and other community agencies.
60. PUBLICWELFARE.Prereq. I . Jr., Sr. 11.
3 Cr.
An introduction to the historical development, basic concepts, legislative policies,
organizational structure, and institutional functions of social welfare, including
a survey of c o n t e m p o r a ~public welfare and social security. (Offered 1958-59.)
61. SOCIALPSYCHOLOGY.
Prereq. I , Psy. 5, 6. Jr., Sr. I.
3 Cr.
Society and the individual, the socialization process, the development of personality, the impact of group norms. Selected forms of collective behavior
such as crowd, rumor, and audiences.
62. ABNORMAL
SSYCHOLOGY.
See course 62 under Psychology.
3 Cr.
64.
INTRODUCTION
TO METHODS
OF SOCIALWORK. Prereq. consent of in3 Cr.
structor. 11.
Principles and procedures of case work and group work designed especially for
students who anticipate entering the field of social, work. (Offered 1959-60.)
Department of Psychology and Education
Psychology
Courses in orientation are offered to freshmen as a part of the total program
to assist in the adjustments tha* the in-coming student needs to make. The
work in psychology is designed to aid the student in more ,adequately understanding, p r e d i c ~ g ,and modifying his own behavior as well as that of his
fellow men.
I.
ORIENTATION.
Required. Fr. Offered both semesters.
I Cr.
Designed to assist freshmen in making the proper adjustment to their work as
college students. I t includes units on orientation to the college, methods of
study, irnprovemeht of reading speed and comprehension, and vocational and
educational guidance.
5 , 6. GENERALPSYCHOLOGY.
I, TI.
2, 2 Cr.
A study of the basic processes underlying human behavior. The general prin-
ciples, metho& and problems of psychology are discussed. The second semester
emphasizes mental health and the application of the principles of psychology to
other problems of everyday life.
7N. GENERALPSYCHOLOGY.
I.
An introductory course intended for nurses.
2
cr.
Upper Division Courses
SOCIALPSYCHOLOGY.
I.
See course 61 under Department of Sociology.
61.
3 Cr.
3 Cr.
ABNORMALPSYCHOLOGY.
Prereq. f , 6. Jr., Sr. 11.
The sociological, psychological, and biological factors involved in neurotic and
psychotic behavior. Modem methods of diagnosis, treatment, and prevention.
Community organization for mental hygiene.
62.
Education
The education curriculum has been designed primarily for those preparing
to do high school teaching, although any student who is preparing to work
with youth is encouraged to study in this area. The work in this department
will qualify the teaching graduate for a Minnesota Teacher's certificate on the
junior and senior high school level, as well-as for further study in the field of
education.
Admission to the teacher education curriculum requires an application to be
approved by the Committee on Teacher Edu,cation. Application must be made
during the second semester of the sophomore year if the student is to complete
the program in the regular time of two years. Approval is granted on the
basis of a satisfactory health report, favorable personality characteristics, and
a minimum in scholastic achievement of 1.5 honor point ratio in the major, a
1.0 ratio in the minor, and a 1.0 ratio for the over-all average. The applicant
should be preparing for competency in at least two subject-matter fields that are
also taught on the high school level.
All students admitted to the teacher education curriculum must secure
two credits of Group Activity usually to be taken in connection with Ed. 5 1
and $ 2 . I n addition to the regular lower division requirements, students in
teacher education are required to have four semester hours in general psychology, these credits to be ,completed before taking Ed. 5 I .
N o student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education. All questions regarding the teacher education curriculum
should be referred to the Committee on Teacher Education.
3 Cr.
PSYCHOLOGY.
Prereq. Psy. 1, 6. Jr. I.
y I. EDUCATIONAL
.4 study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in a school
context.
$2.
TEACHING
IN SECONDARY
SCHOOLS.Prereq. I . Jr. II.
3 Cr.
This course has three parts: a study of the purposes and programs of secondary
schools; developing personal competency in planning instructional activities;
and developing the ability to evaluate the outcome of instruction.
53, $4. GROUP ACTIVITY.
I , I Cr.
This is not given as a separate course, but offered in connection with Education
5 i , $ 2 ; Religion 7 , 57. $ 8 ; Physical Education 6 , I I , 1 3 , 1 4 , 8 1 , 8 2 . The nature
of the experience will vary with the course with which i t is associated, and
may include such activities as teaching, supervising recreation, and advising
clubs. The cooperation of the agencies involved is necessary, with reports from
the supervisor and the student to the teacher of the course with which the
work is connected. A student may not receive more than 2 credits in Group
Activity.
3 Cr.
56. PRINCIPLESOF GUIDANCE.Prereq. 5 I . Sr. 11.
A study of the guidance function of the classroom teacher, tools and techniques used in studying students, and methods appropriate .for student guidance,
including counseling.
58. ISSUES
m CONTEMPORARY
EDUCATION.Sr. II.
3 Cr.
The purpose of the course is to develop skill in perceiving and defining current
problems in education, to gain an understanding of possible solutions, and to
develop some ability to evaluate the various solutions proposed. The relation
of the problems to the development of American education and to a philosophy
of education is stressed.
73.
TEACHING
OF MODERNLANGUAGES.
Sr. I.
z Cr.
79.
TEACHING
OF NATURALSCIENCES.Sr. I.
z Cr.
8 I.
TEACHING
OF BUSINESS.Sr. I.
z Cr.
83.
TEACHING
OF MATHEMATICS.
Sr. I.
z Cr.
81.
TEACHING
OF SOCIALSTUDIES.
Sr. I.
67.
TEACHING
OF HEALTHEDUCATION
AND PHYSICAL
EDUCATION.
Sr. I. z Cr.
$8.
TEACHING
OF GRADESCHOOLMUSIC.Jr. 11.
z Cr.
89.
TEACHING
OF HIGH SCHOOLMUSIC.Sr. I.
z Cr.
91.
TEACHING
OF HOMEECONOMICS.
Sr. I.
z Cr.
92.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS. Sr. 11.
2
Cr.
53.
TEACHING
OF ENGLISH.Sr. I.
2
Cr.
y5.
TEACHING
OF SPEECH. Sr. I.
z Cr.
z Cr.
Courses 7 3 through 95 include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Usually, each student is
required to take two of these courses to prepare for student teaching; this
means one course related to the major and one to the minor. Prerequisites are a
major or a minor in the field and Education 52.
4 to 5 Cr.
Prereq. $ 2 . Sr. I.
97. STUDENTTEACHING.
Observation, participation in teaching activities, and experience in actual control of the classroom situation. Direction of the program is shared by the
college supervisor and selected critic teachers.
Library Science
The dollowing courses prepare the student to meet the state requirements
for a minor in library science. They train him in making a wise choice of
bmks for the school library, in preparing books and other library materials for
circulation, in administering a school library, and in making intelligent and
effective use of library tools for his own needs as a teacher.
Minor,
I6
credits.
3 Cr.
OF THE SCHOOL
LIBRARY.
So., Jr. I, 11.
5 ~ - 5 6 . t BASICFUNC~IONS
Designed to &paint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school admin,istration, faculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration. Two credits first semester; one credit,
second.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
57-58.? ELEMENTARY
MATERIALS.
Jr., Sr. I, 11.
4 Cr.
Library materials for the elementary school library; book selection, prin,ciples
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered I 9 5 8- 5 9.)
59-60.? SECONDARY
MATERIALS.
Jr., Sr. I. 11.
6 Cr.
Introduction to book selection; book selection in subject fields, including reference books and related fiction;
and other non-book materials, standard dists for book selection; reviewing of individual titles. Sources. (Offered
1959-60.)
I Cr.
METHODS.Prereq. 5 6 . Sr. I.
6 1. PRACTICAL
Giving the student practice experience in school limbraries; teaching the use
of the library; weeding and withdrawal procedures.
2 Cr.
62. READING
GUIDANCE.
Prereq. 56. Sr. 11.
Remedial reading in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading.
Department of Business Administration and Eccrnomics,
and Secretarial Studies
The objective of this department is to help students gain a broad knowledge
and sound perspective of business and our economic society. Such knowledge
and perspective are necessary for success in specific positbns in our complex
business world and .should provide the background to facilitate advancement,
with experience, to positions of respons2bility. A degree with a business major
is a common requirement of business firms and government agencies.
Together wich secretarial studies, the department also provides a teaching
major or minor, and it ,prepares for graduate work in business. Furcher, it
recognizes the need for trained people in &e social sciences and presently offers
a minor in economics.
Business Administration and Economics
Major in Business Administration, 36 credits, including courses I,
16, 53, 72.
2,
3, 4, 15,
In addition, History 21, z t and Psychology 5, 6 are required.
Minor in Business Administration,
21
credits, including courses I , 2, 3,
I 5,
16, and six credits in Upper Division courses.
Minor in Economics, I 5 credits, including courses
from 4, 51, 56, 6 1 , 62.
I
1, I 6,
and nine credits
I, 2.
P ~ C I P L EOF
S ACCOUNTING.Fr. I, 11.
3, 3 c r .
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporate forms of business; preparation
and analysis of financial statements; procedure in recording business transactions;
and an introduction to manufacturing and cost accounting. Two lectures and
one double laboratory hour per week.
3. INTRODUCTION
TO BUSINESS.
Fr. I.
3 Cr.
An introductory survey of business and business management including a study
of the variety, nature and interrelationsship of problems of business operation.
Finance, personnel, production, marketing, internal organization and control,
and governmental relationships are a few of the :topics covered.
4. INTRODUCTION
TO STATISTICS.
SO. 11.
3 Cr.
A course in scientific met,hods of dealing with the collection, organization,
comparison and interpretation of numerical data. The technique of constructing
gaphs and tables, as well as fin,ding measures of central tendencies, variability,
correlation and sound methods of sampling.
I 1: I 6. PRINCIPLESOF ECONOMICS.
SO. I, 11.
3. 3 Cr.
The foundations of economic analysis; production, employment and prices; and
public poli,cy. The objective is to promote interest in economic problems and
the ability to use economic analysis in reaching judgments about economic
poli,cy problems.
Upper Division Courses
3 Cr.
5 I . MONEY AND BANKING.Prereq. 2, 4, I 5, 16. Jr., Sr. I.
The influence of money and banking on economic activity and of monetary
and fiscal policies which might be adopted to yield a stable general price level
with high levels of output and employment. (Offered 1958-19.)
5 3 . BUSINESSLAW. Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
54. MARKETING.
Prereq. z, 4, 15, 16. Jr., Sr. 11.
3 Cr.
Marketin,g :from a businessman's standpoint, winh emphasis on ways in which
management decisions are made con,cerning product .planning, merchandise
selection, channels of distribution, promotional activities, pricing and selling.
(Offered 1959-60.)
RELATIONS.
Prereq.
56. LABORAKD MANAGEMENT
See course 56 under Department of Sociology.
I
5, 16. Jr., Sr. 11.
3 Cr.
3 Cr.
MANAGEMENT.Prereq. I 5, 16. Jr., Sr. 11.
18. INDUSTRIAL
The more important production procedures commonly employed in progressive
manufacturing plants, and their relationship to the attainment of management
objectives. (Offered 1958-59.)
59. COST ACCOUN.I?NG.
Prereq. I , 2. Jr., Sr. I.
3 Cr.
Essential features of accounting for manufaoturing concerns with particular
reference to the securing of unit costs of manufactured products; order method;
process costs; and cost reports. (Offered 195 8-59.)
3 Cr.
61. PUBLICFINANCE.Prereq. 15. Jr., Sr. I.
Governmental taxation, spending and borrowing, and ,the impact of governmental finance on economic activit,~.
62. BUSINESSFINANCE.Prereq. 59. Jr., Sr. 11.
3 Cr.
The various objectives in financing of private businesses, with major emphasis
on administrative tools of finance and means of financing short-term, intermediate-term, and long-term asset requirements. (Offered 1958-59.)
6 3 . TAXATION.
Prereq. I , z. Jr., Sr. I.
3 Cr.
This course will cover several types of taxation, wich particular emphasis on
the income tax, attempting to give a knowledge of tax requirements, proced,ures and problems as they relate .to business and individuals. (Offered
1959-60.)
Sr. 11.
3 Cr.
72. SEMINARIN BUSINESSADMINISTRATION.
This seminar will cover special problems of concern to business majors which
are not considered in the regular curriculum. Lectures will be given by local
business leaders. The course will encourage advanced study by students in
areas of particular interest to them.
Secretarial Studies
These courses are pIanned to prepare students for stenographic =nd secretarial
positions in business o&ces, to assist in the preparation &or the teaching of
buiness edmcation in high schools, for parish secretarial work, and to provide an
opportunity for the development of business skills for personal use.
Graduation major, 31 credits above I , including z, 3-4, 8, 51, 52, 53-54,
Eusiness Administration I , z, 3, 53. Business education major, 37. credits above I
including courses listed f o r grad,uation major plus Business Administration I 5, 16.
Minor, 25 credits a~bove I , including 2, 3-4, 8, 51, 52, 53-54, and Business
Administration I , 2, o r I 5 , 16.
I.
ELEMENTARYTYPEWRITING.
Offered both semesters.
I Cr.
A course f o r the development of the fun.damental skills of typewriting. Three
hours per week.
2.
INTERMEDIATE
TYPEWRITING.
11
2 Cr.
Problems in typing tabulations, manuscript typing, use of carbons, addressing
envelopes, and in letter arrangements. Four hours per week.
SHORTHAND.I, 11.
6 Cr.
3- 4 . t ELEMENTARY
Fundamentals of Simplified Gregg Shorthand. Dictation and transcription. Four
hours per week.
i-.Gntinuation course. T o receive credit for this course, a student must complete
both semesters.
8. OFFICE MACHINES.Prereq. 2. Offered both semesters.
2 Cr.
The operation of the calculator, adding machine, mimeograph, mimeoscope,
spirit duplicator, and the transcription machine. Two hours per week.
Upper Division Courses
TYPEWRI~NG.
Prereq. 2 or equivalent. I.
2 Cr.
5 I. ADVANCED
Further development of typewriting technique in business letter qrrangernent,
billing, tabulating, and the typing of legal documents. Open to students having
attained a speed of 50 words per minute. Four hours ,per week.
52. SECRETARIAL
PRACTICE.Brereq. 2, 3-4,11.
3 Cr.
Dictation, business letterwriting, filing, telephoning, use of business and legal
forms, personality development, writing application letters, and making application for a job. Mimeographing also taught for those who include this as a
part of the parish worker's course. Four hours per week.
ADVANCED
SHORTHAND.
Prereq. 4 or equivalent. I, 11.
4 Cr.
5 3-54.f
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
81. TEACHING
OF BUSINESS.
Sr. I.
See course 8 I under Education.
z Cr.
Department of Home Economics
The objectives of .the department are threefold: first, to provide courses that
will help students to solve personal, home, and family living problems; second,
to offer training for homemaking; and third, to offer training for the teaching
of home economics. Graduates are qualified to teach in federally aided home
economics departments. Courses are open to all students and recom.mended for
general education.
Non-teaching major, 33 credits; courses are I, 2, 3, 8, 39, 40, 42, 44, 57,
66, 67-71, 73. Also required are Chemistry 4 or 5-6, Physics 3, Economics I 5,
k i o l o g y I, Biology 4 or 13-14,and 54, Psychology 5, 6, and 3 additional
credits in Social Science.
Non-teachin,g minor,
22
credits including courses
I,
2, 3, 7, 39,40, 42, and 44.
Teaching major, 3 8 credits; courses listed for n o n - t e a c h g major plus 3 3 and
75.
I. CLOTHINGSELECTION,
CARE, AND REPAIR.I.
3 Cr.
-4 study of the factors involved in the choice, care, and repair of clothing.
Beauty in design, becomingness, appropriateness, and some of the textile f2brics
suitable for different uses are topics considered.
'Continuation course. To receive credit for this course, a sudent must complete
both semesters.
n.
2.
CLOTHINGCONSTRUC~ON.
z Cr.
This course provides laboratory experience in making simple garments in cotton
and rayon. It includes experiences in planning, cutting, fitting, and suitable
techniques in making garments, the use of the sewing machine, alteration of
garments. Home Economics I prerequisite for Home Economics education majors.
Two double lrboratory periods, one lecture discussion period per week.
3 Cr.
3. ART IN DAILY LNING. I.
A study of art as it is met in the activities of everyday living. Open to all
students.
E. ELEMENTS
OF NUTRITION.11.
3 Cr.
Normal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietaries
will be analyzed.
3 3. COLOR
AND DESIGN.I.
3 Cr.
A study of the principle of design and color related to selecting, arranging,
and designing of household furnishings. Lettering and simple poster designing.
Some craft experience. Home Economics 3 prerequisite for Home Economics
majors. Three double laboratory periods per week.
11.
z Cr.
36. CRAFTS.
Laboratory experience in various crafts which can 'be done at home or at camps
with simple equipment. Principles of design and color in their application to
crafts will be studied. Two double lrboratory periods per week. (OfTered
1959-60.)
PRINCIPLESOF FOODPREPARATION
AND MANAGEMENT.
Prereq. 8 or
permission of instructor. I, 11.
3, 3 Cr.
Laboratory experience in menu planning, meal service, food purchasing, and
f m d preparation. Three double laboratory period9 a week.
39, 40.
42. MARRIAGE
AND FAMILY
RELATIONSHIPS.
11.
3 Cr.
A course applying principles of cultural living to everyday problems of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, and related subjects. Regular
lectures, talks by guest speakers, illustrated lectures, and tours.
11.
2 Cr.
44. CHILDDEVELOPMENT.
A study of the care and training of the young child as to his physical, mental,
and social development. One lecture period plus one double laboratory period
per week.
Upper Division Courses
57. TEXTILES.
I.
r Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household an,d clothing textiles. Two double laboratory
hours a week. (Offered 1959-60.)
64. HISTORY
AND APPRECIATION
OF ART. 11.
3 Cr.
A study of the historical development of archi,tecture, decoration, costume,
furniture, painting, and sculpture. Two regular hours scheduled and field trips
arranged. ( m e r e d 1958-59.)
66. HOMEPLANNINGAND FURNISHING.
11.
3 Cr.
This course includes a consideration of housing, an analysis of floor plans, a
study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 3 3 prerequisite for Home Economics Education majors. Three double laboratory periods per
week.
67. FAMILYHEALTH.
I.
r Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problem within ,the family group.
HOMEMANAGEMENT
PROBLEMS.
I.
2 Cr.
Con~i~deration
of problems relating to planning, directing, guiding, and COordinating ohe resources of the home for happy, satisfying family living.
71.
73. HOME
MANAGEMENT
LABORATORY.
I.
2 Cr.
Actual experience in ,the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience
in various aspects of management met in home living such as management of
money, time, energy, and equipment.. Six weeks residence in a home management house with one conference hour per week. Food costs .to be detemined
by the group.
74. CONSUMEREDUCATION
AND INCOMEMANAGEMENT.
11.
2 Cr.
The wise choice of consumer goods and s e ~ i c e savailable on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
75. ADVANCED
CLOTHING
CONSTRUCTION.
Prereq. z. I.
2 Cr.
This course provides labrstbry experience in making garments in wool. More
advanced problems in fitting and construction are used than those in Course 2.
Some experience in planning and constructing garments for children is also
given. Two three-hour laboratory periods per week. (Offered 1958-59.)
Sr. I.
91. TEACHINGO F HOME ECONOMICS.
See course 91 under Education.
z Cr.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr. 11.
See course gz under Education.
2
92.
Cr.
AUGSBURG
COLLEGE
DIVISION OF NATURAL SCIENCES
AND MATHEMATICS
It is the purpose of the division of Natural Science to provide training in
scientific methods and techniques; .to interpret Natural Science in t h e light of
the Word of God; to acquaint the student with the significance of Natural
Science in a modem, changing world; to emphasize a sound mind and a strong
body; to train for vocations in various fields of Natural Science; and to equip
the student with a scientific background which will enrich his life and the lives
of his fellow men.
Department of Biology
MR. NASH, MR. URDAHL,MR. MICKELBERG
The aim of this Department is to give the student a broader scientific background through the study of Biology, to further the use of leisure ,time, and to
prepare for vocations or graduate study.
Major, 24 credits, at least 8 credits in Upper Division courses; minor, 16
credits. Courses 1-2, 3 ~ 7~
, do not count toward the major or minor.
I-2.t THENATURALWORLDAND MAN. Fr. I, 11.
8 Cr.
The development of scientific foundations in the physical and biological sciences.
Five periods per week consisting of lectures, lecture demonstrations, laboratory
work, and discussions.
A N D PHYSIOLOGY.
Fr. I.
4 Cr.
3N. HUMANANATOMY
A professional course in human anatomy and physiology with special emphasis
on structure. Two lectures and two double laboratory periods per week. Students
who have credit for Biol. 4 will not receive credit for Biol. 3N.
4.
HUMAN
ANATOMY
AND PHYSIOLOGY.
Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
h t h structure and function.. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3N will not receive credit for
Biol. 4.
I.
3 Cr.
7 ~ .GENERALBACTERIOLOGY.
'
1 course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
8 Cr.
13-14.? GENERAL
ZOOLOGY.
Fr. I, II.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, ada~tarion,and reproduction of type animals. Biological ~rinciples
are emphasized. Two lectures and two double laboratory periods per week.
?Continuation course. To receive credit for this course, a student must complete
tmth semesters.
4. 4 Cr.
25, 26. GENERAL
BOTANY.SO., Jr. I, TI.
A study of the morphology and physiology of higher plants, followed by a
survey of the plant kingdom. Emphasis is also placed on botanical principles.
Fiowering plants are identified in the spring. Three lectures and two single
laboratory periods per week.
3 2. COMPARATIVE
ANATOMY
OF VERTEBRATES.
Prereq.
1 3 - 14.
11.
4 Cr.
A comparative study dealing with the taxonomy, morphology, and evolution
of the larger vertebrate ,phyla. Two lectures and two double laboratory periods
per week.
Upper Division Courses
4 Cr.
51. GENETICS.Prereq. 13-14,or 25, 26. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four le~turesper week.
(Ogered 1959-60.)
4 Cr.
Prereq. I 3-14 or 2 5 , 26. So., Jr. 11.
5 2. ECOLOGY.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Offered 1959-60.)
;Cr.
Prereq. I 3-14. Sr. I.
5 3. GENERALENTOMOLOGY.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offend
1958-59.)
54. GENERALBACTERIOLOGY.
Prereq. Chem. 5-6. 11.
4 Cr..
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modern laboratory techniques. TWO
lectures and two double laboratory periods per week.
3 Cr.
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
56. TAXONOMY
Taxonomy of flowering plants. Special emphasis is placed on systematic principles,
systems of classification, rules of nomenclature, etc. Two lectures and' one
double laboratory period per week. (Offered 1958-19.)
60. BIOLOGICAL
TECHNIQUES.
Sr. TI.
I or 2 Cr.
Practical work in mounting of microscopic slides, photography, and doing
projects useful to teachers. (Offered 195 8-59.)
OF NATURAL
SCIENCES.Sr. I.
79. TEACHING
See course 79 under Education.
z Cr.
Department of Chemistry
I t is the purpose of this department ,to give students an understanding and
an appreciation of the nature of matter and the ways (by d i u h this has {been
elucidated. The curriculum in chemistry provides an opportunity .to examine
the chemical aspect of ehe structure, the power and the beauty of one of the
great intellectual accomp1ishmen.t~of man-modern
science, and it provides
dramatic exa,ples of effective ways to handle certain types of ,problems.
Courses in this department are designed to prepare students for teaching
,chemistry in secondary schools, {to provide background for graduate study in
chemistry and f,uroher study in medicine, dentistry, engineerin,g, nursing,
pharmacy, ,medical technology, and other related fields.
Major, 25 credits; minor, 16 credits. Courses 1-2,3N and 4 do not count
tow,ard the major or! minor.
Pre-medical students are required to com,plete the following courses and
should take them in the order shown: Fr. 1-6;Soph. 53-54;Jr. 61, 66. Medical technologists should complete, in the order shown: Fr., 5-6; Soph., 53-14;
Jr., 61.Prospective teachers of chemistry in secondary schools should complete
5-6 and 53-54;61 and 66 are highly recommended, and may ,be substituted for
53-54.Prospective chemists and graduate students should complete 5-6, 53-54,
61,62, 71, 91-92.
1-2. THE NATURALWORLDAND MAN. Fr. I, 11.
For course description see Department of Biology.
8 Cr.
j ~ CHEMISTRY
.
FOR NURSES.
Fr. I.
3 Cr.
A lecture and laboratory course coverin'g subjects related to nursing in the
fields of inorganic, organic, physiological and pa~hola~ical
ohemistry. Designed
to meet 'the needs of the ,&hools of N'ursing of Lutheran Deaconess Hospital
and Swedish Hospital. Two lectures and two hours of laboratory ,per week.
4. INTRODUCTION
TO CHEMISTRY.
Fr. 11. Prereq. High School algebra (or
4 Cr.
permission of instructor).
A lecture and laboratory course designed for the non-major and to meet the
needs of students in home economics. A study of laws and theories of chernistq
with descriptive material selected from the fields of inorganic, organic, physiological and physical chemistry. Students who complete 1-6 may not receive
credit for Chem. 3N or 4. Students who had chemistry in high school may not
receive credit for Chem. 4 except by permission of instructor. Three lectures and
two hours of laboratory per week.
5-6. GENERALCHEMISTRY
AND QUALITATNE
ANALYSIS.Prereq. Math. I or
equiv., or concurrent registration in Math. I. Fr., So., I, 11.
8 Cr.
A study of laws and theories of chemistry and of non-metals and metals and
their compounds. Systematic semimicro qualitative analysis of cations. Three
lectures and four hours of laboratory per week.
Upper Division Courses
53-54.
ORGANICCHE~IISTRY.
Prereq. 5-6. So., Jr., Sr., I, 11.
8 Cr.
A discussion of the important classes of aliphatic and aromatic compounds.
Correlations based on elementary molecular orbital theory and modern concepts
of reaction meohanisms. Laboratory work in study of technique and in the
preparation and study of typical organic compounds. Three lectures and two
two-hour laboratory periods per week.
61.
Q U A N ~ T A T I VANALYTICAL
E
CHEMISTRY.
Prereq. 5-6,and ability t o use
logarithms. (Students receiving less than C in 5-6 may register with
y Cr.
,permission of instructor only.) So., Jr., Sr. I.
Classical methods of gravimetric and volumetric ana1,ysis. Study of ionic equilibrium. Three lectures, one hour of recitation and six hours of laboratory per week.
62.
INSTRUMENTAL
ANALYSIS.
Prereq. 61. (Students receiving less than C in
61 may register with permission of instrucmtor only.) So., Jr., Sr. 11. 4 Cr.
Modern menhods of anaNlysis. Electrochemical and optical met.hods; emphasis on
use of instruments. Recent developments in analytical methods. Two lectures
and six hours of laboratory per week.
66.
TO PHYSICAL
CHEMISTRY.
Prereq. Math. 14, Chem. 61 and
INTRODUCTION
Physics 6. Jr., Sr. 11.
4 Cr.
A course designed t o meet the needs of pre-medical students. A kinetic approach to gas laws, liquids, solutions, chemical equilibrium, rates of reactions,
colloids, and electrochemistry. Three lectures and one three-hour laboratory
period per week. Students completing 91-92 may not receive credit for 66.
71.
ORGANIC
QUALITATIVE
ANALYSIS.
Prereq. 5 3-54. Jr., S r I.
4 Cr.
Methods of q~alita~tive
analysis of organic compounds and mixtures. A study
of theories and mechanisms of substitution and elimination reactions. Two class
discussions and six hours of laboratory per week.
91-92.
PHYSICALCHEMISTRY.
Prereq. Math. $2, Chem. 61 and Physics 6;
Ghern. 53-54 is himghly recommended. Jr., Sr., I, 11.
8 Cr.
A course &or ,prospective graduate students and chemists. An advanced course
in ph'ysical chemistry emphasizin.g ,the thermodynamic approach to the properties of matter. Gas laws, liquids, solids, solutions, !phase rule, thermodyna,mics,
kinetics, and electrochemistry. Three lectures and two three-hour laboratory
periods per week. (Offered on demand, 1959-60.)
Department of Physics
Recent developments in the field of Physics make it imperative that more
than adequate training be provided for those who intend .to continue their
studies in graduate school 04 who intend to pursue a career in the teaching of
,physisics.It is the aim of this department to assure the needed training for both
of these groups and to provide the non-science major with sufficient background
to make i't !possible for him to fallow with some degree of comprehension the
developments in .the field of science as they come to hi,m from # h emedium of
semi-scientific publications.
Major,
28
credits, including courses 5 I , 52, 63, 64, 73, 74.
Minor, 16 credits.
1-2. THE NATURALWORLDAND MAN. Fr. I, 11.
For course description see Department of Biology.
3.
PRINCIPLESOF PHYSICS.Prereq. elementary algebra. Fr. I.
8 Cr.
4 Cr.
A lecture demonstramtion-laboratory course in the principles of physics including mechanics, fluids, heat, electrici.ty, magnetism, 1igh.t and sound. This
course is intended for students of home economia but may be taken by others
who wish. some basic information in ,the field of Physics. Three lectures, cwohour 'laboratory. Students with high school physics may nat receive credit for
Physics 3 except by ,permission of instructor.
5. GENERALPHYSICS.Prereq. Mach I 3 or concurrent registration in Macth I 3.
Fr., So. I.
4 Cr.
A general elementary course in mechanics, sound, and hea,t. Three lectures,
one quiz, and one two-hour laboratory period per week.
6. GENERALPHYSICS.Prereq. 5. Fr., So. 11.
4 Cr.
This course is a continuation of Phys. and covers electricity, magnetism, and
light. Three lectures, one quiz, and one ,two-hour laboratory period per week.
Uspper Division Courses
N ATOMICAND NUCLEARPHYSICS.Prereq. 6, and Math.
5 I. I N ~ O D U C T I OTO
5 I or concurrent registration in Math. 5 I. So., Jr. I.
4 Cr.
The hydrogen atom, optical and X-ray spectra determination of "e" and "eY'/m,
radioactivity, disintegration of nuclei, nuclear fission. Four hours lecture per
week.
~
MAGNETISM.Prereq. 6, and Math. 5 1 or concurrent
52. E L E C T R I C IAND
4 Cr.
registration in Math. 5 I.So., Jr. 11.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuits, electrical
instruments, electmnics. Four hours lecture per week.
61.
OPTICS.Prereq. 6 and Math. 51 or concurrent registration in Math. 51.
Jr. I.
4 Cr.
Geometrical and physical optics dealing with topics such as reflection and refraction by both plane and spherical surfaces, less aberrations, interference,
diffraction, polarized light. (Offered 1958-59.)
62.
MECHANICS. Prereq. 6 .and Ma&. 5 I . Jr. 11.
4 cr.
Introduction to vector algebra and vector analysis, forces, motion of a particle,
motion o'f a rigid 'body, work, kinetic energy, vibra~tions in one dimension,
motion in a conservative field. (Offered 1958-59.)
63-64.
ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in an
upper division physics course. Jr., Sr. I, 11.
z Cr.
Experiments will be performed in electricity and ,magnetism, atarnic and nuclear
physics, optics, heat and mechanics. One three-hour period per week. (Offered
1958-59.)
71.
HEATAND THERMODYNAMICS.
Prereq. 6, and Math. 51 or concurrent
registration- in Math. 5 I . Jr., Sr. I, 11.
4 Cr.
A study of temperature, heat, expansion, change of state, ideal gases, first and
secon,d laws of thermodynamics, heat engines. (Offered 1959-60.)
72.
MATHEMATICAL
PHYSICS.Prereq. 6, and Math. 51. Sr. II.
4 Cr.
Discussion of the equations of mathematical physics wirh applications to various
fie1:ds such as mechanics, thermodynamics, heat flow, electricity and magnetism,
optics. (Offered 1959-60.)
73-74.
ADVANCED
PHYSICSLABORATORY.
Prereq. concurrent registration in an
upper division physics course. Jr., Sr. I, 11.
z Cr.
Experiments will be performed in electricity and magnetism, atomic and nuclear
physics, optics, heat and mechanics. One three-hour period per week. (OSered
1959-60.)
OF NATURAL
SCIENCES.
Sr. I.
74. TEACHING
See course 79 under Education.
t
Cr.
Combined Science Major for Teaching
Requirement: 40 credits in Natural Science, including Chemistry 5-6 and
either 53-54 or 61, 66; Biology 13-14 and 25, 26; Physics 5 and 6.
Department of Mathematics
The Department of Mathematics aims to give students a working knowledge
of mathematics sugcient for solvi,ng the simpler problems of life, also to afford
studens in special fields the mathematical foundation needed for a fuller understanding of their subjects. It aims to open to those who major in the subject a
wider horizon with experience chat will make them e6cient workers in their
chosen fields and also give them confidence to pursue further study.
Major, 26 credits; minor,
20
credits.
Courses I, 2, 5 and 6 'do not count toward the major or minor in mathematics, but I and 2 must be completed as prerequisites to other ,courses.
I.
SECOND
COURSEALGEBRA.
Prereq. elem. algebra. Fr. I.
3 Cr.
Fundamentals of algebra continued and proper foundation laid for more advanced work in mathematics. Four hours per week. Students who had higher
algebra in high school may not receive credit for this course.
i . SOLID GEOMETRY.
Prereq. plane geometry. Fr. TI.
3 Cr.
Geometry applied to solids and planes. Area and volume ~hrmulas developed.
Spherical triangles and polygons introduced. Four hours per week.
5 . ENGINEERING
DRAWING.Prereq. 2. I.
3 Cr.
Elements of drafting with an i n t d u c t i o n to the use of graphs and formulas.
Eight hours o week.
3 Cr.
6. ENGINEERING
DRAWING
AND DESCRIP~VE
GEOMETRY.
Prereq. 5. TI.
Methods of representation. Graphical and algebraic solutions. Eight hours a
week.
13,
INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. Math.
I or
equivalent. Fr., So. I, 11.
5. 5 Cr.
This is an integrated course including college algebra, trigonometry and plane
analytical geometry.
14.
Upper Divisi0.n Courses
ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.
Prereq. I 3,
14. so., ~ r I,
. 11.
5, 5 Cr.
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made.
5 I,
J 2.
53. SOLD ANALYTICAL
GEOMETRY.
Prereq. 14. Sr. I.
3 Cr.
Lines and planes in space are studied and their equations developed. Quadratic
surface and transformation are given their proper emphasis.
3 Cr.
OF EQUATIONS.
Prereq. Math. 51.Sr. ll.
54. THEORY
This course includes the study of complex numbers, determinants and other
topics that aid in the solution of equations of higher degree.
OF MATHEMATICS.
Sr. I.
83. TEACHWG
See course 83 under Education.
z Cr.
Department of Health and Physical Education
The aim of the Department of Heal,th and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further the worthy use of
leisure time, and to provide an effective training program for prospective
teachers of health and physical education.
All students are required to take a physical examination by the college
physician as a part of the registration procedure before participating in any
phase of che physical education program.
One year of physical activities, courses 3 and 4, is required of all students.
Major for men, 32 credits, including courses 2, 3, 4, 5 , 6, 8, I I, 12, 23,
all upper division courses. Biology 4 also required.
Major for women, 29 credits, including courses 2, 3, 4, 5, 6, 8, 13, 14, 17,
I?,23, 17, $8,66, 73, 74, 84, 86. Biology 4 also required.
Minor,, 2 1 credits, includinmg courses 2, 3, 4, 1, 6, 8, 1 I, 12, y 1, 73, 74 for
men; 2, 3, 4, 5, 6, 8, 13, 14, 17, 18, 73, 74 for women.
2. PERSONAL
AND COMMUNITY
HEALTH.Fr. Offered both semesters.
2 Cr.
-2 study of modern concepts and practices of health and heakhful living applied
to the individual and the community.
ACTIVITIES.
(Men). Fr., So. I,
3, 4. PHYSICAL
II.
ACTIVITIES.(Women). Fr. I,
3, 4. PHYSICAL
n.
%, % Cr.
INTRODUCTION
TO HEALTHEDUCATION,
PHYSICALEDUCATION,AND
RECREATION.
Fr. I.
2 Cr.
P, brief preview of the three present day interrelated fields of heal,th education,
physical education, and recreation.
1.
6. RECREATIONAL
A c m m s . Fr. II.
I Cr.
Theory and practi,ce in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. Two hours per week.
K. F ~ AID.
T Fr., SO. 11.
American Red Cross F i a t Aid Course.
I
Cr.
I I.
TEAMSPORTSAND LEAD-UPGAMES.(Men). So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
and volleyball. Team Games: Touch football, softball, speedball, soccer, and
:rolleyball. Three hours per week.
I 2. INDIVIDUALAND DUAL
SPORTS.(Men). So. 11.
2 Cr.
Theory and practice in teaching badminton, shbffleboard, handball, Aerial darts,
table tennis, horsehoes, tennis, archery, golf, and bowling. Three hours per week.
2, 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN.So. I, TI.
Theory and practice in the coaching and o6ciating of field hockey, soccer,
basketball, volleyball, and softball. Three hours per week. (OfTered 1959-60.)
17. SELF-TESTING
ACTIVITIES.
(Women). SO. I.
I Cr.
Theory and technique of t e a ~ h i n stunts
,~
and tumbling. Two .hours per week.
(Offered 1958-59.)
AND DUAL SPORTS.(Women). So. 11.
2 Cr.
18. INDIVIDUAL
Theory and practice in teaching skatin~g,skiing, badminton, table tennis, shuffleboard, acchery, tennis, golf, and bowling. Three hours per week. (Otfered
1958-59.)
23. RHYTHMS.So. I.
Folk games and gymnastic rhythms.
I
Cr.
(Men). So. I.
2 Cr.
29. OFFICIATING.
Instruction and application of technique and rules of ofliciating in football,
hockey, basketball, baseball, and track.
Upper Division Courses
5 I . SELF-TESTING
ACTIVITIES.
(Men). Jr, I.
2 Cr.
Theory and practice in teachin,g individual and dual stunts, apparatus, tumbling,
boxing, and wrestling. Three hours ,per week.
57. KINESIOLOGY.
Prereq. Biology 4. So. I.
2 O.
This is a study of ,body movements and the mechanics in the effectinlg of
eflicient movements.
PHYSICAL
EXAMINATIONS
A N D ADAPTEDPHYSICALEDUCATION.
Prereq.
2 Cr.
Biol. 4, and P.E. 57. Jr. 11.
Procedures and interpretation of physical examinations. Analysis of functional
and onganic abnormalities and suggested adapted activities for atypical cases.
58.
COURSEm FIRSTAID. Prereq. 8. Jr. 11.
66. INSTRUCTOR'S
I Cr.
Methods and materials in .teaching ahe American Red Cross First Aid Cowst.
73.
PRINC~PLES
A N D CURRICULUM
OF HEALTH EDUCATION
A N D PHYSICAL
EDUCATION.
Prereq. 5. Sr. I.
3 Cr.
Aims, scope and objectives d health and physical education. Analysis and
evaluation of the elementary and secondary school healrh education and physical
education curriculum.
74.
ORGAN~ATION
A N D ADMINISTRATIONOF HEALTH EDUCATION A N D
PHYSICAL
EDUCATION.
Prereq. y. Sr. TI.
3 Cr.
Problems of organization, administration, and supervision of health education
and physical education.
81.
COACHING
OF SPORTS:
FOOTBALL
AND BASKETBALL.
Sr. I.
z Cr.
Theory and techniques of coaching. Seniors only, or approval of instructor.
82.
&ACHING
OF
SPORTS:BASEBALL
AND TRACK.
Sr. 11.
2
Cr.
Theory and techniques of coaching. Seniors only, or a,pproval of instructor.
M PHYSICAL
EDUCATION.
Sr. 11.
I Cr.
84. TESTSAND MEASUREMENTS
A survey and, evaluation of tests in physical education. (Offered 1958-59 and
1959-60. Alternate years after 1959-60.)
86.
COMMUNITY
RECREATION.
Jr., Sr. 11.
z Cr.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and ad,ministration of recreational
work. (Offered 1958-59.)
OF HEALTH
EDUCATION
AND PHYSICAL
EDUCATION.
Sr. I.
87. TEACHING
See couqe 87 under Education.
2
Cr.
AUGSBURG THEOLOGICAL SEMINARY
INTRODUCTORY
Augsburg Theological Seminary is the training school for the pastors
and missionaries of the Lutheran Free Church. It offers a regular threeyear course of preparation for the Christian ministry, including both
theoretical and practical training. In harmony with the Principles of
the Lutheran Free Church it aims to stress particularly the training of
pastors and spiritual leaders dedicated to the ideal of building Lutheran
ccngregations where the Gifts of Grace are freely cultivated and
nurtured under the authority of the Word and the guidance of the
Holy Spirit.
APPLICATION FOR ADMISSION
Application for admission to the Seminary should be addressed to
the Secretary of the Theological Faculty, and should include the
following:
1. A formal letter of application for admission as a student in the
Seminary, including a personal statement by the candidate concerning
his background, including baptism, confirmation, spiritual experience,
doctrinal convictions, and church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of
these should be from the candidate's local church.
4.
A certificate of good health.
These documents should be in the hands of the Secretary of the
Seminary Faculty before July first.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
ADMISSION REQUIREMENTS
The normal requirement for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have
included the following prerequisite subjects:
2 years
Greek
Philosophy
1 year
German, or
Latin, or
2 years
Norwegian
In the case of mature students of outstanding ability and experience,
an occasional exception from these requirements may be made by
special action of the Committee on Admissions.
SUGGESTED PRE-THEOLOGICAL COURSES
In order that students may derive the greatest possible advantage
from their theological studies, it is recommended that their college
course of study, besides fulfilling requirements as to a major and a
~iiinorand, in addition to the subjects indicated above, include as many
as possible of the following:
2 years
English
1 year
Speech
1 year
Psychology
2 years
History
1 semester
Youth Work
1 year
Natural Science
Sociology, or Economics, or
Political Science, or
1 year
Education
1 year
Typewriting
All candidates for admission to the Seminary must have achieved a
good academic record in their preparatory studies in college.
TRANSFER OF CREDITS AND ADVANCED STANDING
Students are admitted to the Seminary with the understanding that
their studies are to be pursued under the direction of the Theological
Faculty. Any arrangement to take a part of the theological course at
another seminary must have the prior approval of the Theological
Faculty at Augsburg.
Advanced standing is granted in certain instances, when a student
applying for admission presents a transcript of credits indicating work
done in other theological seminaries of recognized standing.
EXPENSES
Seminary students pay no tuition. They do, however, pay a Seminary
fee of thirty dollars ($30.00) per semester. This includes the general
library, health, student activities and mail box fees. Unmarried students
living in the dormitory receive a special grant to cover the cost of
room rent. The cost of board is the same as for the College students.
See under Financial Information. A graduation fee of $7.50 is payable
a month before graduation.
CLASS ATTENDANCE
A student is expected to attend all classes regularly. Unavoidable
absences may be excused by the Dean. Attendance at any conference
involving absence from classes must have the approval of the Dean
well in advance of the conference.
EMPLOYMENT
The work in the Seminary should be regarded as a full time vocation.
However, when a student's circumstances require it, a limited amount
of remunerative work will be permitted. This must be arranged in
consultation with the Dean. Occasional preaching engagements may be
accepted, but a student is not allowed to supply a vacant parish more
frequently than every other Sunday.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester
must be removed before the end of the following semester or within a
year if the student has not re-enrolled. If incompletes and conditions are
not removed within the time allowed, the condition automatically
becomes a failure and the incomplete will be recorded as a passing
grade only if the average of previous work is sufficiently high.
SEMINARY INTERNSHIP
In addition to the three years of theological study in the Seminary
each student is required to spend six months in practical service, as
appointed and supervised by the Committee on Service. This work is
done during the summer vacations between the beginning and conclusion of the Seminary course.
A limited amount of assigned collateral reading is required during
the in-service period.
The Seminary students are also encouraged to engage in a limited
amount of practical church work during the school year either in the
Twin Cities or in nearby communities.
STUDENT ACTIVITIES
All seminary students are members of the Concordia Society. A
principal purpose of this organization is "to promote and strengthen a
deeper spiritual fellowship among its members." The weekly meetings
are devoted to prayer and to the consideration of student affairs. The
Seminary joins with the College in a daily chapel service.
During his seminary years, each student is associated with a specific
congregation and is encouraged to serve there. As a united project,
the Concordia Society has recently assumed responsibility for conducting Saturday noon services at the Gateway Mission.
The Concordia Society promotes student participation in the InterSeminary Movement and in the Association of Lutheran Seminaries in
America. On a more local level, the student body participates in a
fellowship of five Protestant seminaries in the Twin Cities.
The wives of the seminary students have organized as the Seminettes.
They meet once a month for fellowship and for instruction in subjects
relevant to their vocation.
The Concordia Society publishes a semiannual magazine called
Concord.
GRADUATION AND DEGREES
The Seminary course consists of a three-year cycle of lectures and
study plus six months of practical service in the congregations. Students
who complete all the requirements of the regular course are graduated
with the degree of Bachelor of Theology. These requirements may be
summarized as follows:
1. A minimum of 98 semester credits, including a seminar course
in each of the following four major fields: Old Testament, New Testament, Church History, and Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly
offered.
3. The attainment of an honor-point rati.0 of at least 1.5 (C+
average) throughout the three years of Seminary work.
4. Six months of practical Christian service under the direction of
the Faculty C~mrni~ttee
on Service.
5. The preparation of a scholarly thesis, approximately 8,000 words
in length, on an approved theological subject. The subject must be
submitted for faculty approval before April 15 of the Middler year
and the thesis must be completed by January 10 of the Senior year.
6. A comprehensive examination, written and oral, in Old Testament, New Testament, Church History, and Systematic Theology taken
during the third week of March. Written and oral examination sermons.
The degree of Graduate in Theology is conferred upon the students
who have fulfilled the requirements listed above with an honor point
ratio of not less than 1.0 !C average) in their academic work but who
have not met all the normal prerequisites for admission to the Seminary,
or who have not attained an honor point ratio of 1.5 in their Seminary
studies. Candidates for the Graduate in Theology degree are not required to write a thesis.
COURSES OF STUDY*
Theological Orientation Courses
Junior Year
I.
THE BACKGROUND
AND STRUCTURE OF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History an,d contemporaneous secular history. Brief survey of the historical
t Cr.
origin of the Biblical writings.
THEOLOGICAL
PROPAEDEUTIC.
A survey of the main ,divisions of Chfistian
Theology; their subdivisions; their relation to the entire field of Theology and
I Cr.
to the whole realm of human knowledge.
A.
'With the exception of the Theological Orientation Courses, offered amual1.y
for Juniors, the Seminary courses are rotated in a three-year cycle.
r. INTRODUCTION
TO DOGMATICS.
A preliminary study of the Ecumenical
Creeds, the Augsburg Gnfession, Luther's Large Catechism, and the Life of
I Cr.
I.ucher.
Old Testament
FOR BEGINNERS.
A study of the essentials of Hebrew grammar,
9-10. HEBREW
using Creager and Alleman's text, and the reading of selected passages from
6 Cr.
Deuteronomy. (Offered I 9 5 8- 59).
11.
THE PENTATEUCH.The course includes a general introduction to the
books and a careful exegetical study of selected passages. (Offered 195 8-59.)
3 Cr.
THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
12.
on religious values and -the rise of ~mphetism. Selected passages from the
3 Cr.
historical books are studied. (Offered I 9 5 8-59.)
13. THE PROPHET ISAIAH. A careful study of the Biblical data concerning
the political and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. (Offered 1959-60.)
3 cr.
14. THEPROPHETJEREMIAH.A studY of the political, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
freedom. (Offered 1959-60.)
3.
I T . THE BOOK OF JOB. A course which aims to make clear the teaching of
the Wisdom Literature of the Old Testament in regard to fundamental problems
2 Cr.
of life. (Offered 1960-61.)
16. PSALMS.The course includes an historical survey, a general introduction to
the larger groups, and a careful exegetical study of a number of Psalms. Reading
assignments give special attention to the religious developments of the post3 Cr.
Exilic period. (Offered I 960-6 I .)
EXEGESIS.Review of the grammar followed by an exegetical
17, 18. HEBREW
study of Amos and the cursory reading of selected passages from other books
z, z Cr.
in ,the Old Testament. (Offered 1 9 ~ 9 - 6 0 . )
A study of archaeological ,discoveries
19. SEMINARIN BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The co'urse consists of a number
of introductory lectures followed by student presentations of assigned topics
I Cr.
and class discussion. (Offered 1960-61.)
4
New Testament
20-21.
NEW TESTAMENT
GREEK. Two years of Greek is a requirement f o r
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
r t . INTRODUCTION
TO THE NEW TESTAMENT.
A survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 19 59-60.)
i3. THE GOSPEL OF MARK. Readings from the Gospel of Mark in Greek,
with selections from Luke, considered irn the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry: (Offered 1959-60.)
24. THE GOSPEL OF MATTHEW.Translation from the Greek texf with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1958-59.)
25. THE GOSPEL OF JOHN. The purpose and special characteristics of the
Fourth Gospel, its authenticity and peculiar value. The latter part of the
semester is devoted to the study of the account of Christ's passion, based on
2 Cr.
the English text with the ai,d of a Gospel harmony. (Offered 1960-61.)
26.
THEJEWISHSECTIONOF
THE APOSTOLICCHURCH. Rapid survey of Acts
This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
3 Cr.
1960-61.)
1-12.
27. LIFE AND EPISTLESOF PAUL. A rapid study of the life of Paul as given in
Acts, the historical occasion of his epistles, and the study of selected portions
in English. (Offered 1958-59.)
3 G.
28. INTERPRETATION
OF ROMANS.Reading of the doctrinal portion in Greek
with use of commentaries; the essence of the Gospel as set forth by Paul. T h e
problem of Israel's rejection of Christ (chs. 9-1 I ) , and the section o n the
Christian life (chs. 12-16) will be studied as time permits. (Offered 1960-61.)
t Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the' place of the universal Christian Church as the Body of
t Cr.
Christ and the spiritual goal of history. (Offered 19jg-60.)
OF THE REVELATIONOF JOHN. The course aims a t a
jo. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
(Offered 1958-59.)
t Cr.
Church History
l o . THE EARLYCHURCH. The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (590). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
with a brief survey of the Book of Acu. (Offered 1958-59.)
2 Cr.
41. THE CHURCHOF THE MIDDLEAGES. A general survey of the development of Christianity in Western Europe from 590 to the period of the
Protestant Reformation. The course includes the study of the development and
decay of Papacy, monastic orders, scholasticism, and of movements toward
3 Cr.
reform. (Offered I 9 59-60.)
A study of the causes which led to the Protestant
42. THE REFORMATION.
Reformation; the Reformation itself and its results, including the Roman
3
Catholic Counter-Reformation. ( m e r e d 195 6-5 7,)
This course covers the period
43. THE CHURCHAFTER THE REFORMATION.
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the h,istory of the Lutheran Church. (Offered 1960-61.)
HISTORY.Early colonization; planting of churches;
44. AMERICANCHURCH
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
3 Cr.
is studied with special care. (Offered 1960-61.)
OF CHRISTIAN
DOCTRINE.A study of. the development
45, 46. THEHISTORY
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1958-19.) 2 , 2 Cr.
CHURCHIN THE WORLDTODAY.
A study of the consti47. THE#LUTHERAN
tution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
Systematic Theology
An inquiry into the field, sources, and
50. BASICPRINCIPLESOF THEOLOGY.
2 Cr.
methods of systematic theology. (Offered 1960-61.)
A N D ANTHROPOLOGY.
A systematic examination of the teach5 I. THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
Trinity, creation, and man's fall into sin. (Offered 1960-61.)
2 Cr.
A careful study of the teachings of the Bible concerning
f z . SOTERIOLOGY.
Christ-His Person, states, and ofice; the Person and work of the Holy Spirit;
3 Cr.
the order of salvation. (Offered I 9 5 8-59.)
AND ESCHATOLOGY.
A study of the nature and function
53. ECCLESIOL~GY
of the Church; t h e Sacraments; the doctrine of the last things. (Offered
1958-59.)
z Cr.
54, 55. CHRISTIANETHICS. A study of the religious and ethical implications
of the Christian experience. Special attention is given TO the application of
Christian ethics t o individual, group, and public life. (Offered 1959-60.)
2, 2 Cr.
j6. SYMBOLICS.A careful study of the Book of Concord. Attention is given
to the genesis and development of each creed, its doctrinal significance, and
its place in the present life of the Church. (Offered 1960-61.)
2 Cr.
SYMBOLICS
~
AND RELIGIOUSCULTS. A comparative study
57. C Q M P A R A
of ,the creeds of the great divisions of the Christian Church, and the teachings
2 Cr.
of various modern religious sects and cults. (Offered 1959-60.)
Practical Theology
All members of the Theological Faculty give instruction in this field.
A. Pastoral Theology
Go. PRINCIPLESOF PASTORAL
THEOLOGY.
This course, which is based o n the
Pastoral Epistles, comprises the historical and theoretical study of the foundations of .the pastoral office and the New Testament ministry. (Offered 1960-61.)
t Cr.
61. SOUL-CAREAND THE SPIRITUALLIFE. A study of Christian experience
and its varied expressions, and of the basic principles of soul-care. Collateral
2 Cr.
reading from the great classics of the spiritual life. (Offered 1958-59.)
62. INTRODUCTION
TO PASTORALCOUNSBLING.A course dealing with the
dynamics ,underlying human behavior. Various pastoral counseling techniques
are studied. The course attempts to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
I Cr.
be referred to more competent help. Middlers. (Offered annually.)
TRAINING.The purpose of this course is 'to provide an
63. CLINICALPASTORAL
opportunity for the student to learn Pastoral Care through interpersonal relations in a hospital setting. I t will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
The propagation of the Gospel in new areas, including a
64. EVANGELISTICS.
short survey of the methods and history of Foreign Missions, and inner missions,
2 Cr.
and various types of evangelism. (Offered in 1958-59.)
B. Homiletics
65. PRINCIPLES AND PRACTICEOF PREACHING.Technical and psychological
r Cr.
elements of preaching. Emphasis upon sermons. Juniors.
66. HOMILETICS.
The application of the principles of preaching to the outlining and presentation of ,brief sermons. Emphasis upon thorough preparation
and constant practice in delivery. Middlers.
z Cr.
67. SERMONS.A course in the prepara~ionand delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great preachers
r G.
are studied. Seniors.
C. Polity, Worship, and Parish Work
70. CHURCHPOLITY.A course dealing with the Biblical theory of the congregation; o6cers, organization, and government in the epostoli~c'times; the
growth of the idea of ,the Church; the idea of a free church. I and 11 Corinr Cr.
thians are studied as the best source. (Offered 1960-61.)
A study of the various aspects of congrega71. CHURCH ADMINISTRATION.
tional organization. Methods of increasing e6ciency in the performance of
the pastor's duties. Effective o6ce procedures. The practice and teaching of
Christian stewardship. (Offered 1960-61.)
I Cr.
PROBLEMS.A series of lectures and discussions dealing with
72. PASTORAL
practical problems in the pastor's work in the parish and the local community.
The approach ,to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of pastoral ethics. (Offered 1959-60.)
I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its
relation to varying conceptions of the Church. (Offered 1959-60.)
I Cr.
An historical survey of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered
1960-61.)
I Cr.
AUGSBURG
THEOLOGICAL
SEMINARY
D. Christian Education and Sociology
76. METHODSOF PARISH EDUCATION.Studies in the application of basic
principles and .methods of education to the subject matter used in catechetical
instruction, Sunday schwls, Parochiai schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1959-60.)
2 Cr.
78. THE CHURCHAND HUMANSOCIETY.A study of the relation between
the Christian Church and present-day civilization and culture, and of the
organized movements in contemporary society with which the Church must
deal. Emphasis upon the social duties of Christians and upon the world-wide
r Cr.
task of the Church. The Ecumenical Movement.
AND SOCIALWORK.This course is designed .to give the
79. CHRISTIANITY
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures,
r Cr.
reports, and institutional visits.
BOARD OF TRUSTEES
Officers of the Board
. .President
Vice-President
. . Secretary
. Treasurer
Term Expires in 1958
MR. G. S. MICHAELSEN,Minneapolis, Minnesota
Education, Universic~r of Minnesota
Duluth, Minnesota
The REV. D. W. LYNGDAL,
Pastor, Trinity Lutheran Church
Term Expires in 1959
MR. EVEN OSE, Thief River Fdls, Minnesota
Contractor (retired)
The REV. C . T. OLSON,Spicer, Minnesota
Business Manager, Bethesda Homes
Term Expires in 1960
MR. R. F. PAUTZ, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Term Expires in 1961
The REV. GEORGEJ. KNUDSON,
M,arinette, Wisconsin
Pastor, Our Savior's Lutheran Church
Austin, Minnesota
MR. L. S. HARBO,
Superintendent of Schools, Austin, Minnesota
Tenn Expires in 1962
MR. GILBERTBERG,Seattle, Washington
Business, Berg Fuel Company
The REV. CLIFFORDM. JOHNSON,Minneapol,is, Minnesota
Pastor, Oak Grove Lutheran Churoh.
Advisory Members
The REV. DR. T. 0. BURNTVEDT,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARD
CHRISTENSEN,
Minneapolis, Minnesota
President, Augsburg Colle,ge and Theological Seminary
AUGSBURG
COLLEGE
AND
THEOLOGICAL
SEMINARY
ADMINISTRATlON
. President
Dean of the College
Dean of the Theological Senzinary
. Bzlsiness Manager
Dean o f Stzldents
Dean o f W o m e n
Registrar; Secretary of the General Faculty
Secretary o f the Theological Faculty
. . . . . . Librarian
Director of Placement and Testing
Assistant Treasurer
Director of Dez'elopment Fund
..
Director of Public Relations
Agent; Szcperz'isor of Buildings and Grounds
Assistant Business Manager
Director o f Food Services
Curator of the Museum
. .
.
.Archivist
Director o f Admissions
Assistant Registrar
ADMINISTRATIVE STAFF
Ofiice Sfaff: Beatrice Nelson, Secretary to the President; Mrs. R u t h Gamm,
Office Manager, Public Relations; Mrs. Mildred Cleveland, Secretany, Public Relations M c e ; Banbara Cole, Secretary, Admissions Ofice; Mrs. Valborg Ellingson,
Audio-Visual Assistant; Borghild Estness, Secretary, Registrar's O&e; Lilly
Gerhard, Cashier, Treasurer's Office; Mrs. Mary Jean Holmquist, Recorder,
Registrar's Oflice; Randi Langfeldt, Bookkeeper, Treasurer's Office; Bertha Lillehei, Secretary, Student Personnel Ofice; Tena Mehus, Clerk, Registrar's Office;
Violet Myers, Secretary, Development Office; June Nelson, Secretary to t,he Dean
of the College; Mildred Nelson, Receptionist and Switchboard Operator; Marilyn
Petersen, Secretary, Placement Bureau; Lillian Peterson, Faculty Secretary,
Mimeographing; Delores Rotramel, Secretary to Business Manager; Mrs. Erna
Staub, Clerical Assistant, Library.
Resident Counselors i n Dormitories: Memorial Hall, Philip Nelson; Gerda Mortensen Hall, Mrs. Irene G. Wolf, Delores Rotramel, Joanne Rotramel.
Supervisor of Housekeeping: Olga Hermunslie. Manager of Grill: Arthur C.
Engen.
---
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Ali,ce Swensen, R. N.,
Nurse; Myrna Hundtoft, R. N., Assistant Nurse.
COMMITTEES OF THE FACULTY
I
I
-1957-1958-
Administration: Christensen, M. Quaekck, Stensvaag, Fosse, Dahlen, Miss
Mortensen, Miss Joel.
I Curriculum: M . Quanbeck, Christensen, Nash, Olson, Stensvaag, Miss Segolson,
II
I
Miss Joel.
Library: Helland, Nash, Landa, A. Anderson, Chrislock.
I
4
Admissions and Scholarship: Miss Joel, M. Quanbeck, J. Thut, Miss Pederson,
Hammarberg.
I
-.
Student Personnel: Hammarberg, Miss Mortensen, Trautwein, P. Quanbeck.
E. Anderson, Dahlen.
I
Athletics: %berg, E. Anderson, Kleven, Hanwick, Savold.
1
Social: Mrs. L. Peterson, Miss Mortensen, Miss Tangjerd, Otolins, Mickelberg.
I
Institutional Studies: R. Anderson, Kleven, Urdahl, Nelson, Wckelson.
Imvocations: Holum,
C h r i s l d , Thut, Miss Mortensen. (Student members
also included in this committee.)
Student-Faculty: M. Quanbeck, Miss Mortensen, Torstenson, Miss Cole.
meinbers also included in this committee.)
Reliaiozls Life: P. Ouambeck, Ozalins, Mrs. L. Peterson. (Student
I
Teacher Education: Johnson, Thorson, Sateren, Urdah(1.
q a c u l t y Council: M. Quanbeck, A. Anderson, Miss Pederson, Landa, Holum,
Trautwein.
I
THE FACULTY
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
Xi. CHRISTENSEK,
Th.l,I., Ph.D., President and Professor of Theology
A.B., ?rugsburg Collcgr, 1911: Aupsburg Theo:ogical Seminary, 1922-25;
Th.M., I'rinceton T h ~ l o g i c 3 l Seminary, 1927; Ph.D., Hartford Seminary
Foundarion, r 9 zg. Additional study: Columbia, Chiago, Berlin, G~ttingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, 1928-30. At Augsburg since 1930. President since 1938.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of New Testament
A.B., Augsburg College, 1915; C.T., Augsburg T,heological Seminary,
19 I 8 ; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
192 1-3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. At Augsburg since 1941.
IVER
B. OLSON,AM., Th.D., Professor of Systemtic Theology
A.B., Augsburg College, 1931; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945 ; Th.D., Chicago Lutheran
Theological Seminary, 1957. Teaching: Oak Grove Seminary, 1936-39;
Universitv of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44.
Adviser to SPAN Group in Scandinavia, 1950. At Augsburg since 1945.
PHIL~PA. QUANBECK,Th.D., Assistant Professor of New Testament and
Rrligiotr; College Cbuplain
A.B., Augsburg College, 1 9 ~ o ;Th.B., Augsburg Seminary, 195I ; Th.M.,
Princeton T!xuIopical Seminlry, 1914; 'I'h.D., 1957. Pastoral work, 195 1-5 3.
Teaching Fellow, Princeron Theological Seminary, 1954-57. A.t A u g s b q
since 1957.
PAULG.
~ O K X A C K , A.B., Th.B., Assoriait- Pr~frsroro j Cb~trchHistory
A.B., Augsburg Gllesr, 1942; C.T.,Augsburq Thmbgica1 Seminary, 1945;
Th.B., 1947. Addition31 study: University of Chic~go.Pastor, Moose Lake,
Minn., 1945-47. At Augsburg since r949.
STEXSVAAG,
S.T.M., Ph.D., Profrssor of OIJ Tcston:mt
A. B., Augshurg Callegt, r g 3 6 ; ThB., Augsburg ~ e o l c - g i c a lSeminary,
1939; 5.TII.I.. Nzrrford Seminary Foundzrion, 1940; Ph,D., 1941. Additional study: Johns HopBins, Oslo. Pastor, Mimespolis. Mim., 1942-46.
At Augsburg since 1942.
J ~ H NM.
DORRISFLFSNER,Ph.D., 1 , ~ c t a r r rin Church Hirf0r.y (Seminary)
,\.B., Car1h3~cCollege, r 9 3 6 : B.D., Hamma Diviniry Schoa!, 1939; S.T.M.,
Wsrtburg Lutheran Seminary, 1950; A.M., Univenitp of Chicago, 1953;
Ph.D.. Hartford S e m i n ~ r y , 1956. Associate Professwr of Church History,
Northwestern Lutheran Theological Seminary, I 9 57.
LAWRENCE
M. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939;C.T., Awgsburg Theologi3cal Seminary, 1942;
S.T.M., Andover Newton 'heological Schools, 1955. Pastoral work, 19421954.Chaplain, Lutheran Deaconess Hospital, 1955-. At Augsburg since
AUGSBURG COLLEGE
MANNALDALDRE,M.S., Assistant Professor of Chemistry
Diploma of Chemical Engineer, Estonian State University of Technology,
Tallin, Estonia, 1941; M.S., University of Minnesota, 195 I. Additional
study: Minnesota. Teaching: Assistant in Chemistry, Estonian State University of Technology, 1941-42.At Augsburg since 1949.
ALBERTB. ANDERSON,
A.M., Th.B., Instructor in Philosophy
A.B., Concordia College, 195 I ; l%.B., Luther Theological Seminary, I 95 6.
A.M., University of Minnesota, 1957. Additional study: University of
Capenhagen. Teaching: Concordia College, 1954-5 5 ; Luther College,
1956. A t Augsburg since 1956.
ERNESTW. ANDERSON,M.Ed., Associate Professor of Health and Physical
Education, Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 1937-41.U. S. Army, 1941-46.At Augsburg
since 1946.
RAYMOND
E. ANDERSON,
A.M., Associate Professor of Speech
B.S., University of Minnesota, 1946;A.M., 1950.Additional study: Minnesota. Teaching: University of Vermont, 1949. U. S. Navy, 1946. At
Augsbwg since 1949.
JOHN BATES,M.S., Instructor in Chemistry
B.S., B.S.Ed., Ohio University, 195I ; M.S., University of M i e s o t a , 1952.
Additional study: University of Minnesota. At Awgsburg since 1957.
HAROLDJ. BELGUM,A.M., M. Soc. Work, Instructor in Sociology
A.B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
1937; M. Soc. Work, University of Minnesota, 195 I. Teaching: Mission
House College, Plymouth, Wis., I 934-38; Elrnhurst College, 1938-42;Lakeside School for Boys, Seattle, Wash., 1942-44.Assistant Executive Secretary,
Director off Social Work Services, Lutheran Welfare Society of Minnesota.
At Augsbung since 1954.
HENRYJ. BERTNESS,
Ph.D., Associate Professor of Education
A.B., Augsburg College, 1947; A.M., University af Minnesota, 1948;
Ph.D., 1955. U. S. IVavy, 1943-46.Teaching: Tacoma Public Schools,
1948-49.Teaching and pidance work: Hyline Public Schools, University
of Washington, Pacific Lutheran College, Tacoma Public Schools, I 95 6-58.
At A,ugsbung since 1949. (On leave of absence, 195 6-58.)
CARLCHRISLOCK,
Ph.D., Associate Professor of History and Polifical Science
A.B., Augsbung College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 1939-44; Tracy Junior College,
1947-48;Augwtana College, Sioux Falls, S. D., 1948-51.At Augsburg
since 1952.
MARIOCOLACCI,
Th.D., D.Litt., Associate Professor of Classical Languages
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblimcal Institute de Uibe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Itamly, 1935-40;
Mario Pagano College and Normal Institute, Campobasso, Italy, 1941-49.
At Augsbucg since 1952.
AILENE COLE, A.M., Assistant Professor o f Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949.A,dditional study: University of Minnesota. Teaching: High Schools,
1936-56. At Augsburg since 1956.
K. BERNERDAHLEN,A.M., Associate Professor of English
A.B., Augsburg College, 193I ; A.M., University of Minnesota, 1940.Additional study: Minnesota. Teaching: High School, 193I -39; Crosby-Ironton
Junior College, 1940-41.U. S. Army Air Forces, 1942-45.At Augsburg
since 1941.
IVANDOSEFF,B.S., 1nstru.ctor in Art
B.S., University of Chicago, 1907. Additional study: Art Institute of
Chicago. Teaching: Cornell College, 19I 8-I 9; Iowa State Teachers College,
1919-21; Luther College, I 922-23; Minneapolis Art Institute, 1928-30;
University of Minnesota, 1926-53. At Augsburg since I 95 y .
CHARLESG. EAKIN,A.M., Instructor in M71sic
A.B., Manhattan School of Music, 1 9 ~ 0A.
; M. Carnegie Institute of Tech.,
1955. Additional study: University of Minnesota. At Augsburg since 1957.
JACK FISHER, S.M.M., Instructor in Organ
B.M., University of Texas, 1946; S.M.M., Union Theological Seminary,
1948.At Augsburg since 1955.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. A m y , 1943-46.
Ind,ustrial Engineering work, 1949-53.At Aug~burgsince I 95 3.
DARYLGIBSON,Ph.D., Instructor in Brass Instruments
B.S., University of Minnesota, 1934; A.M., 1941;Ph.D., University of
Iowa, 1947.Member of Minneapolis Symphony Orchestra, 1934-44.Teaching: University of Iowa, 1943;University of Montana, 1947-48;Gustavus
Adolsphus College, 1948-52. At Augsburg since 1954.
ORLOUEGISSELQUIST,
A.M., Instructor in History
A.B., University of Minnesota, 1943;A.M., University of Minnesota, 1956.
Tea~hin,~
Bethel
:
College, I 954-56. At Augsburg since I 956.
HARVEYH. GLOMMEN,A.B., Jnstructor in Debate
A.B., Concordia College. Ad'ditional Study: University of Minnesota. Teaching: Oak Grove High School. A t Awgsburg sinmce 1917.
A.M., Assistant Professor of Psychology
CARLR. HAMMARBERG,
A.B., Gustavus Adolphus College, 1932; A.M., University of Minnesota,
1948. A,d'ditional study: Minnesota. Teac'hing: Bethany College, Lindsborg,
Kan., 1948-53. A t Augsburg since 1953.
THEODORE
J. HANWCK,Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1933; M.S., Polytechnic Institute of Brooklyn, 1937; Ph.D., New York University, 1950. Teaching:
Polytechnic Institute of Brooklyn, 1937-38; New York University, 193842; U. S. Naval Academy, 1942-46. Rutgers University, 1946-1956. At
Augsburg since I 9 5 6.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
A . ROBERTHEMMINGSON,
A.M., instructor in Economics and Business Ad-
ministration
A.B., Dana College, 1953; A. M. University of Nebraska, 1957. Teaching:
University of Nebraska, 19 56-57. At Augsburg since 19 57.
Ph.D., Assistant Professor of Chemistry
JOHN R. HOLUM,
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
Teaching Assistant, University of Minnesota, 1950-52. University of Maryland, 1956. U. S. Armed Forces, 1955-57. At Augsburg since 1957.
MILDREDV. JOEL, A.M., Registrar, w i t h raltk of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
A,dditional study: Saskat,chewan, Minnesota, Denver. Teaching: High School,
1941-46. At Augsburg since 1947.
EINAR0. JOHNSON,A.M., Assistant Professor of Edu.cation
A.B., Concordia College, 1938; A.M., University of Washington, 1950. Additional study: University of Oslo, Norway and University of Washington.
At Augsburg since 195 6.
RALPH KERSTEN,D.D.S., Instructor in Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Priva,te practice, 1939-42; O s c e r , U. S. Navy, 1942-46. A.t Augsburg since 195 5.
~ I I M B.
I KINGSLEY,A.M., Assisfmf P ~ U ~ P S SofMSfimtish
A.B., h f a v i l l e College, 1936; A.M., Universiry of Mexico, 1944. Additional study: Co!urntia, Midne~ora, Teaching: Wagner College, Staten
Lland, N. Y., rg41-42; Friends School, Brooklyn, N. Y., 1946-47. At
Augsburg since 1947.
BERNHARDT
J. KLEVEN,Ph.D., Professor of History and Political Science
A.B., Augsbung College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 192235; Wheaton College, 1946-47. At Augsburg, 1937-46, and since 1947.
BJARNEE. LANDA,Ph.D., Associate Professor o f Germanic Languages
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952.
Teaching: High School, 1930-31; University of Minnesota, 1938-42; Fisk
University, 1945-47. U. S. Office of Censorship, 1942-45. A t Augsburg
since 1947.
CARLW. LANDAHL,M.Mus., Assistant Professor o f Music
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., California Baptist Theological Serninary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwestern Schools, Minneapolis, 1 9 5 e . A t Augsburg since 1952.
RAMONAH. LEER, A.B., Assistant Librarian
A.B., Concordia College, 1954. Additional study: University of Minnesota.
Teaching: Long Prairie High School, 1 9 ~ 4 - 5 6 A
. t Augsburg since 1957.
BERTHALILLEHEI,A.B. lnstrzrctor in English
A.B., Augsburg College, 1934; Additional study: University of Minnesota.
A t Augsburg 1937-40 and since 1957.
GERTRUDE
S. LUND, A.M., Assistant Professor of S~cretarial Science
A.B., Augsburg College, 1936; A.M., University of Minnesota, 195 I .
Teaching: High School, 1943-45. West Central School of Agriculture,
Morris, 1945-47; Duluth Business University, 1947-48; High School, 194849. At. Augsburg since 1950.
SUE LUND, A.M., 17zstrz~ctorin Edz~cation
A.B., Iowa State Teachers College, 1939; A.M., University of Wisconsin,
1940. -4dditional Study: University of Minnesota. Teachin'g: Oregon, Ill.
Community High School, Iowa State Teachers College, University of Minnesota General College. At Augsburg since 1958.
RUTH A. MARFELL,A.M., lnstructor in Library Science
B.S., University of Minnesota, 1940; A.M., University of Minnesota, 1954.
Teaching: High Schools in Minnesota, 1941-56; University of Minnesota,
Summers 1952, 1953. At Augsburg since 1957.
ERWIND. MICKELBERG,
A.B., Instructor in Anatomy
A.B., Augsburg College, 1954. A,dditional study: Columbia, Minnesota.
Teaching: Atwater High School, 19 54-5 6. A t Augsburg since 19 5 6.
JOEL C. MICKELSON,Ph.D., l n s t r ~ ~ c t oinr English
A.B., University of Minnesota, I 9 5 I ; A.M. University of Pennsylvania,
1955; Ph.D., 1956. A t Augsburg since 1956.
RAYMONDMIESNIEKS,A.M., lnstrurtor in German
A.B., Concordia College, 195 I ; A.M., University of Minnesota, 1913.
Teaching: University of Minnesota, 19 5 5-57. At Augsbung since 1957.
GERDAMORTENSEN,A.M., Dean o f W o m e n w i t h rank o f Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, I 928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-35. A t Augsburg since 1923.
ARTHURNASH, Ph.D., Professor o f Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsbung College, 1946-50. A t Augsburg since
1922.
EDORC. NELSON,M.Ed., Associate Professor o f Physical Education and Coach
o f Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. At Augsburg since
'946.
CATHERINENICHOLL, A.M., Instructor in English
A.B., Hope College, 1953; A.M., University of Michigan, 1954. Teaching:
Colby Jr. College, 1954-55; Bradford Jr. College, 1955-56; South Oregon
College, 1956-57. A t Aug~bur.gsince 1957.
IVERB. OLSON,M.A., Th.D., Professor o f Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
KARLISOZOLINS,A.B., Th.B., Instrzrctor in Religion
A.B., Augsburg College, 1 9 5 1 ; B.Th., Augsburg Theological Seminary,
I 9 5 2. Additional study: Minnesota. A t Augsburg since I 9 5 5.
HOWARDE. PEARSON,A.M. lnstructor in Physical E d ~ c a t i o n
A.B., Augsburg College, 1953 ; A.M., University of Minnesota, 1957. A t
Augsburg since I 9 5 6.
ANNE PEDERSON,A.M., Associate Professor of English
A.B., Augsburg College, I 93 2; A.M., University of Minnesota, I 947. Additional study: Minnesota, 'Columbia. Teaching: High School, I 945 -46;
San Mateo Junior College, Calimfornia, one semester, 1946. A t Augsburg
1932-44, and since 1946.
K A ~ E R I NPETERSON,
E
M.S., Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools
in South Dakota, 1936-38; University of Minnesota, 1940-56. A t Augsburg since 195 6.
LAVONNE PETERSON, A.M., Assistant Professor of Physical Ed?ccation for
Wmen
A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: Minnesota, Montana, Ma,cPhail School of Music. A t Augsburg
since 1950.
1952. High School administration, hfantorville, Minn., I 929-36. Teaching:
Waldorf College, 1936-3 8 Registrar, Augsburg College, I 939-46; Dean,
1942-46 and since 1950. A t Augsburg since 1938.
A. QUANBECK,Th.D., Assistant Professor of New Tcstnrnelzt arzd Religion; College Chaplain
For statement of academic preparation and experience, see T h
Seminary Faculty listing.
ILIP
. t Augsburg since 1957.
of Minnesota, 1 9 ~ 5 - 5 7 A
LAND
B. SATEKEN,A.M.,. Professor of Music
University of Minnesota, 1940-43. Educational Director, Ci
Service, 1944-46. A t Augsburg 1941-43, and since 1946.
MAYOSAVOLD,A.B., Associate Professor of Mz~sic
of Minnesota, :928-44; Washington State College, Summer 19 3
burg since 1944.
SOBERG,A.B., C.T., Professor of Mathematics
A. B. Augsburg Col,lege, 1926; C.T., Augsburg Theological
Additional study: Minnesota. A t Augsburg since 1926.
ORGE
G. SONNACK,A.B., Th.B., Associafe Professor of Religion
For statement of academic preparation and experience, see Theologi
inary Faculty listing.
UL
SONSTENG,A.B., Instrzlctor in Home Economics
A.B:, Augsburg College, 1974. Additional study: Universi
Teaching: Hinckley High School, 195 5-5 6; Graduate- Assi
TH
JOHN M. STENSVAAG,
S.T.M., Ph.D., Professor of Religion
For statement of academic -preparation and experience, see Theological
Seminary Faculty listing.
MERTONP. STROMMEN,A.M., Th.B., Lecturer i n Religion
A.B., Augsburg College, 1913; C.T., Augsburg Theological Seminary, 1944;
Th.B., 195 I ; A.M., University of Minnesota, 1955. Additional study: Minnesota. Pastor, Mora, Minnesota, 1944-47. At Augsburg since 1947.
OLAF H. SWENSON,A.M., Assistant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 1947-49, 1950-51. Probation
OBce, Hennepin County, 195 I - . A t Augsburg since 1953.
AGNESB. TANGJERD,
A.M., Associate Professor of Library Science
A.B., St. Olaf College, 1920; B.S., in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 1922-28.
Teaching: High School, 1929-36. Eau Claire Public Library, 1936-38. A t
Augsburg since 1940.
Ph.D., Associate Professor of English
GERALDH. THORSON,
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948;
Ph.D., Columbia University, 1957. U. S. Army, 1943-46. Teaching: Wagner College, 1951. A t Augsburg since 1946.
JOHN THUT,A.B., M.Mus., Associate Professor of Voice
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additional study: Minnesota; Northwestern University. Private work in singing with Rollin Pease, Charles LaBerge, Aksel
Schiotz. Special studies with Theodore Harrison and Martial Singher.
Teaching: Bethel College, 1924-27; American Conservatory of Music, 193144; Colorado State College of Education, 1946-47. YMCA War Prisoners
Aid, England and Belgium, 1944-46. At Augsburg since 1947.
VERATHUT,B.Mus., Instructor in Piano
B.Mw., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota; Master Class Work with Silvio
Scionti; Robyn Normal Teachers Training Course; studied under Kurt
Wanieck. Teaching: American Conservatory of Music, 1926-46; Colorado
state College of Education, 1946-47. A t Augsburg since 1947.
JOEL
S. TORSTENSON,
A.M., Associate Professor o f Sociology
A.B., Augsburg College, I 9 3 8 ; A.M., University of Minnesota, I 940. Additional stud(y: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, 1945-47. A t Augsburg I 93 8-42, and since
1947.
MARVINE. TRAUTWEIN,
A.M., Associate Professor of Psychology
A.B., University of Nebraska, 1935; A.M., Columbia, 1940. Addi,tional
studmy: Hamard, Hawaii, Minnesota. Teaching: High School, 193 6-42;
Dean, Norfolk Junior College, 1942. Staff, Education and Training O&cer,
V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, Universiny of Minnesota, 1948-50, and 1 9 5 3 - 5 ~ .U. S. A m y Air Force, 1942-46.
A t Augsburg since 19 50.
ERLINGJ. URDAHL,A.M., Associate Professor o f Biology
A.B., Conmrdia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 193 1-3 1 Principal, Cannon Falls, Minnesota, 193 5-41. A't Augsburg since 1943.
CAROLL
0. SATRE,A.B., Th.B., lnstrzlctw in Religion
A.B., University of Iowa, 1943; Th.B., Luther Theological Seminary, 1945.
Pastor of St. Paul's Lutheran Church, Minneapolis, since 1957. A t Augsburg first semester, 1957.
ARLENSTENSLAND,
A.B., Graduate Assistant in Mathematics
A.B.. Augsburg College, I 9 5 6. Additional study: Luther Theological Seminary. At Augsbung since 1956.
ALP EIKAAS,A.M.. fnstructor in Norwegian
Statens Larersk, Oslo, 1946; A.M., University of Minnesota, 1950. Additional study: Oslo University and Minnesota. Teaching: Elementary and
high schools in Norway, 1946-48; Adult Ed. Dept., (Evening classes) ;
YWCA, Minneapolis, 1952-56; University of Minnesota, 1948-52. A t
Augsburg, 1956-57.
MARYHELEN HAAS,M.S., Assistant Professor of Home Economics
A.B., Upland College, 195 1 ; M.S., University of California, 1952. Additional study: University of Minnesota. Teaching: Upland Academy, 195152; Upland College, 1912-54; University of Minnesota, 1954-56. A t
Augsburg, 1956-57.
DONALDHELLAND,B.S., Instrz~ctorin Accounting
B.S., Lewis & Clark College, 1950. Additional study: Au,gsburg Theological
Seminary. At Augshurg, I 9 56-57.
R A D O ~ NJONES,
A
B.S., ln~tructorin Library Science
B.S., University of Minnesota, 1952. Additional study: University of
Colorado. Teaching: Elementary schools, Great Falls, Mont., Edina, Minn.
At Augsburg, 1956-17.
FACULTY
BRUCELUNKLEY,B.S., Instructor in Music
B.S., University of Minnesota, I 95 I. Additional study: Minn
A~gsburg, 1 95 5 - 5 7.
MILTON, AM., Instructor in English
A.B., University of Minnesota, 1948; A.M., 1951. Additional study:
Minnesota. Armed Forces, 1943-46. At Augsburg, I 949-57.
JOHN
JAMESW. NOEHL,
B.B.A., Instructor in Business Administration
B.B.A., University of Minnesota, I 95 5. Additional study: University of
Minnesota. A.t Augsburg, 19 56-57.
ROLFE KERMIT VANDERBILT,
Ph.D., Instri~ctorin English
A.B., Lucher College, 1947; A.M., University of Minnesota, 1949; Ph.D.,
195 6. Teaching: Wartburg College, I 95 I - 5 3 ; University of Minnesota,
1954-57.At Augsburg, 1956-57.
SCOTTD. WALTON, Ph.D., Assistant Professor of Business Administration and
Economics
B.S., University of Minnesota, 1947; M.B.A., Harvard University, 1949;
P,h.D., Iowa State College, 1953. Teaching: Iowa State College, 1949-52.
Universi,ty of Minnesota, I 95 2-53. At Augsburg, 195 3-57.
COLLEGE, 1956
With the degree of Bachelor of Arts
Anderson, Curtis R.
Anderson, Deloris Ann .
Anderson, Norman E.
.
Anderson, Edward William
Andress, I. Shelby
Barber, Robert Eugene
Bartel, Henry Paul
.
.Minneapolis
Lamberton
Ashland, Wis.
Fargo, N. D.
Saginaw, Mich.
.Hastings
Boraas, J. Sherman
.
.
.Dawson
Britton, Paul R.
Leavenworth, Kansas
Brodin, Arlen George . . . . . . .Minneapolis
Brue, Donald Wayne . . . . . . .Minneapolis
Carrelli, Robert A. . . .
Christensen, Orla J. . . .
Christianson, Mary Joyce -
Minneapolis
. .Clarkfield
Knapp, Wis.
Dickens, Claire Mae
Harrisburg, S. D.
Dongoske, Robert Frank .
Mound
Dreyer, Earl Edwin
Ferndale, Wash.
Dumpys, Hans George
. . .Hutchinson
Eckhoff, Donald E.
Field, Marvin William
Fitch, Gary D. . .
Fowlds, Carol Marie
. . . . . .Osseo
Minneapolis
Gehring, Farolyn Johnson
Minneapolis
Gilbert, Verner Lloyd . . . . . . . .Duluth
Gilbertson, Nora M.
Frontier, Sask., Canada
Gjengdahl, Robert Allen . . . . .Minneapolis
Grinde, Lloyd C. . . . . . . Estherville, Iowa
. Rugby, N. D.
Gunderson, Eulah Irene
Hagen, Elizabeth Gerda
. .Montevideo
Hagen, Harold L. . . . . . . . . . .Minneapolis
Hanggi, Glen &en
. . . . . . . . . . .St. Paul
Hanson, Ruth Ellen .
.
.
. Aikin
Haugen, James S. . . . . . . . . . Minneapolis
Haynes, John W. . . . . . . . . . . .Minneapolis
Helgerson, Luurayne Renoro
Mt. Sterling, Wis.
Holzinger, Robert A.
. . . . .Minneapolis
Honstad, Janet Marie .
Hoversten, momas H. . .
Howard, Charles Henry .
Hsiao, Andrew Keh-hsieh
. Alden, low
. .Lake Crysta
Hunt, Elaine Helen
Jha, Anil Kumar
Larson, Donald Rae
Larson, Melvin W. .
Larson, Robert Duane
Newman Grove, Nebr.
Lee, Russell Curtis
. . . . . . Fosston
Lockwood, Robert Rae
. . .Minneapolis
Lower, Carolyn Elizabeth . . Minneapolis
Ludviksen, Stanley B.
.Portland, Ore.
Lundin, Harvey Allen
Main, Ronald C.
.Portland, Ore.
. .
Meredith, Patricia Jo-Anne . . .Minneapolis
Moen, Ardell John . . . . .Hillsboro, N. D.
Mortensen, Elizabeth Anne . Minneapolis
Moylan, Robert Laverne . Spokane, Wash.
Ose, Roger
.
Overlund, Ervin K.
,
Pearson, James Kenneth
Pederson, James Lowell
Petersen, Marilyn J.
Peterson, Russell Jerome
Radde, Robert Edward
Roos, Robert Allen
Rorvig, Bruce W.
.
Rundquist, Bertil . .
Rykken, Franklyn E.
Saastad, Jerrald A.
Sar5, Donohue R.
Solem, Duane J. .
Sorum, Ann Carlson
.
Steenberg, Evelyn Chanco
. Minneapolis
Stensland, Arlen H. . . Portland, N. D.
Stoa, Harold Merlyn . . . .
. Minneapolis
Swanson, Allen John . .
. Cloquet
Tader, David Leon
Thompson, John .
,
. Staples
. .Minneapolis
.McGregor
Madison, Wis.
Thompson, Theodore T.
Twiton, Margaret Halen
. . . . . Stephen
Estherville, Iowa
Warnes, Wanda E.
Woiden, Gerhard P.
. Fargo, N. D.
Ysteboe, Ruth
COLLEGE, 1957
With the degree of Bachelor of Arts
Anfinsen, Arthur Morris Jr.
Armstrong, James William
Aranson, Donald W. . .
.
Arvidson, Kenneth
Baker, Stanley B.
Berg, Richard Lloyd
Berg, Sidney
. .
Bernier, Jack L. . .
Berntsen, Rita Maxine . .
Beyers, James Russell M.
Bockhaus, Mary Gail
Borman, Dennes L.
.
Braseth, Mary Ann
.
Burke, Dorothy Ann .
Hopkins
St. Paul
Minneapolis
Rockford, Ill.
.
Minneapolis
.Minneapolis
,
.Minneapo!is
. . .Minneapolis
Escanaba, Mich.
.St. Louis Park
... .
Mound
,
.Minneapolis
. .Amery, Wis.
Minneapolis
,
.
Ingebretson, E. Arlene
Minneapolis
Jamieson, Robert Grant
Jensen, Carl A. . . . . .
Jespersen, Morris Gene
Johanson, Eldri Ruth .
Johnson, Marshall Duane
Johnson, Ralph Stanley
Johnson, Ronald Clarence
Johnson, Wilgard G.
,
Koltved, Leon M.
Koupins, Alfreds Egons
Knox, Philip S. . . .
Kolden, Lois Jeanette
Minneapolis
Racine, Wis.
St. Paul
. .
Dalton
Middle River
. . . . . Duluth
. . St. Paul
. . . Herman
Rockford, Ill.
.Minneapolis
. .Minneapolis
Portland, Ore.
. . Bagley Loidig, Anneliese . . . . . . . willmar
Christianson, Harlan Charles
James
William
Minneapolis
~
~. . ~
l
i
conyers,L ~ ~ R ~~ . ~ ~ ~ b i ~~ Lanning,
~~
t~
.
.Minneapolis
Larson, Patricia Ann
st. paul
Co[nelius, Jane Collins
Larson, Richard John . . . . . Kerkhaven
Larsson, Nancy Elaine . Wahpeton, N. D.
Dahl, Linnea M.
Minneapolis
Laufenburger, Barbara A. . . . . . . .Roseau
Lecander, Roger V. . . Menomonie, Wis.
Emery, Curtis V. .
Minneapolis
. ..
. . . . . . Fasstan
Lee, Harris W.
Engedal, C. Gayle
,
Minneapolis
.
.Minneapolis
Lindsley, Dale A.
Faust, Daniel Gordon
Valley City, N. D.
. . . . .Lake Lillian
Flann, Duncan D. . .
Forss, Grace Lois
.
. .Minneapolis
Franzmeier, Richard Allan
Minneapolis
Minneapolis
Freedland, David A. Jr. . .
Gehring, Virgil Robert
Minneapolis
Gibson, '~ruce Allen
. . . . Lamberton
. . Minneapolis
Gilbert, Barbara Ann
Glasoe, James Lowell
. .Minot, N. D.
Grant, Gloria Helen . Cumberland, Wis.
Graus, Gilbert L.
. .
. .McGregor
. . . Benson
Grimstad, Jason .
.
Minneapolis
Grinde, Raymond A.
Gutzmann, Gordon Keith
.
St. Paul
Hamre, Paul Andrew
Hofflander, Thomas M.
Holmes, Dean Karstens
Holmgren, Charles Gordon
Holt, Evereti V.
Minneapolis
Minneapolis
Cannon Falls
St. Paul
. . Carver
Mackey, Roger Clarence
Main, Christine Munson
Manguson, Jean Marie
Martin, Gerald A.
.
Mindrum, Gerald . .
Moe, Erwin John .
.
Monson, Harley C. . .
Moren, Orval Kenneth
.
Nelson, David J.
Nelson, Victor E. .
Nielsen, Bernard G.
Norman, James A.
Nyhus, ,Paul Luther
Ohlin,
Olson,
Olson,
Olson,
Olson,
Olson,
...
John L.
Beverly JoAnn
David W. .
Jeanetie I. .
John H. .
Oscar E. Jr.
.
Minneapolis
. .Atwater
. .Tracy
.Minneapolis
Minneap~lis
Excelsior
Minneapolis
.Mentor
. . Minneapolis
Whitehall, Mich.
. .Minneapolis
. . . . .Minneapolis
Cumberland, Wis.
.
Minneapolis
Cottonwood
New London
Minneapolis
Cottonwood
. .Mound
~
Ose, Gaylen
Oslund, Robert C.
Thief River Falls
..
. St. Paul
Paton, Richard James
Peterson, W. Fred .
Pickering, Donald M. . .
Plumedahl, James Duane
.Minneapolis
Minneapolis
St. Paul
Robbinsdale
Rasmussen, Joyce Marie
. .
Rodvik, Marvin S.
Rokke, Robert John .
Rovick, Doris Jean . .
Minneapolis
.Minneapolis
Strandquist
.Minneapolis
.
. . Donnelly
Sather, Judith Ann
Schuldt, Kenneth Edward
Minneapolis
Seaver, Raymond E. .
Minneapolis
, .Minneapolis
Sherry, Richard J. . .
Skovholt, Verna Joanne
Mooreton, N. D.
Snider, Neal E. . .
Pembina, N. D.
Sorenson, Peggy-Joyce
Sunde, John P.
Swenson, Darwin Warren
Minneapolis
Minneapolis
Lake Lillian
Tamminen, Joon Katherine
Stambaugh, Mich.
Tebben, Peter J.
Sebeka
Bod@, Norway
Thomassen, lvar .
Thompson, Rodney F.
Minneapolis
Trelstad, Gordon Anthony
Minneapolis
Vevle, Richard Harold
Minneapolis
Warme, Thomas Martin
Welckle, John Edwin
Welde, Ronald 6.
Minneapolis
Woad Lake
Minneapolis
Zinn, Wilton Harley
.
St. Paul
SEMINARY, 1956
With the degree of Bachelor of Theology
Berntsan, Rudolph E.
Carlsen, Glenn T. .
Goodrich, Quentin A.
.
Edinburg, N. D.
Minneapolis
.Minneapolis
Lyngdal, Lloyd W.
Duluth
Rimmereid. Arthur V.. New Rockford, N. D.
With degree of Graduate in Theology
Unseth, Malcolm Wulff
Rockford, Ill.
SEMI NARY, 1957
With the degree of Bachelor of Theology
Hanska
Minneapolis
Newfolden
Evenson, Leland E.
Helland, Donald E.
Huglen, Erling S. B.
Nyhus, Edward 0.
Sandness, Albert J
Shiell, James L.
Cumberland, Wis.
La Moure, N. D.
Hoffman
With degree of Graduate in Theology
Anderson, Eugene C.
Elness, Jerome
Willmar
Garfield
Nelson, Maynard L.
Salem, Ore.
STUDENT REGIS=
STUDENT ENROLLMENT, 1956-1957
College
First Semester
Class
Men
Women
Second Semester
I
Total
Men
..
Senior
Junior . .
Sophomore
Freshman
Speciol
.
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1 956-1957
Clan
Men
Senior . . . . .
Junior
. . .. .
Sophomore
. .
Freshman
....
Special
. . . ...
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Women
-
-
523
433
Total
Theological Seminary, 1956-1957
Semester II
Semester I
Men
Third Year
Second Year
First Year
Special
Total
Women
8
I
Men
10
8
8
10
8
I
-
-
-
27
1
26
Women
Total
Women
Total
TOTAL ENROLLMENT, 1956-1957
COLLEGE
Men Students
Women Students
Total
SEMINARY
Men Students .
Women Students
Total
Total enrollment
,
,
STUDENT ENROLLMENT, 1957-1 958
COLLEGE
First Semester
Class
Men
Women
Second Semester
Total
Men
Senior
Junior . . . . . .
Sophomore . . .
Freshman . . . . .
Special
.....
Fr. Nurse (S.H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1957-1958
Class
Men
Senior . . . . . . . . . . . . . . . .&3
Junior . . . . . . . . . . . . . W
Sophomore . . . . . . . . . . I29
Freshman . . . . . . . 195
Special . . . . . . . . . . . . . . . 34
Fr. Nurse (S. H.) . . . . .
Fr. Nurse (D. H.) . . . . .
Jr. Nurse (D. H.)
......
Total
...........
520
Women
27
39
81
130
16
88
38
32
451
Total
Women
Total
Theological Seminary, 1957-1958
Semester I
Semester II
Men
Men
Third Year .
Second Year
First Year . .
Special
.
.
Total
Men
8
8
7
Total
TOTAL ENROLLMENT, 1957-1958
COLLEGE
Men Students
Women Students
Total
SEMINARY
Men Students
Women Students
Total
Total enrollment . . . . . . . . . . . . . . , .
Deducting those counted more than once
SUMMARY OF GRADUATES
SEMINARY
Total
COLLEGE
Total
Total Graduates
Page
Page
Academic Administration
. . . . . 34
Accounts, Payment of . . . . . . . . . 16
Accreditation . . . . . . . . . . . . . . . 5
Admission. College .
.
. 34
.
.
. 96
Admission. Seminary .
Administration . . . . . .
. . 108
Administrative Staff . . . . . . 108
Advanced Standing . . . . .
Aims. Fundamental . . . . . . .
Alumni Association. The . . . . . .
Ancient and Classical Languages .
Archives. The
. . . . . . . . . . .
Art
. . . . . . . . . . . .
Athletics . . . . . . . . . .
Attendance. Chapel
..
..
Attendance. Class .
. .
AudieVisual Education
....
Augsburg Foundation. The . . .
Awards
. . . . . . . . . .
Diaconate . . . . . . . . . . . . . .48
Dining Hall . . . .
2 11. 6
Discipline . . . . . . . . . . .
. . . . . . 27
Distinction. Degree with . . . . . . . . 41
Divisional Organization .
.
..54
Dramatics . .
. . .
30. 64
Band
31. 7 0
Biology. Department of . . . . . . . . . . . . . 86
Board. Estimate of Cost . . . . . . . . . . . . . 14
. . . . 107
Board of Trustees .
Buildings . . . . . . . . . . . . . . . . . . . . . . 10
Business Administration. Curriculum . . . 46
Business Administration and Economics 80
Calendar
. . . .
4
.
.
36
Cancellation
31. 7 0
Cantarians . . . . .
.
21
Chapel Service. The
. 88
Chemistry. Department of
Choir
. . . . . . .
31. 7 0
Church History (Seminary)
. . . . 103
..
59
Classical Languages . . . .
Classification of Students .
. . . . . 37
Clubs
. . . .
30. 31. 99
. . . 29
Cc-curricular Program .
. 109
Committees of the Faculty .
Community Standards and Discipline . 27
Conditions . . . . . . . . . . 38. 98
.
9
Control. Financial Support and
. . . . . . . .
. 22
Convocation
. 27
Coordinator of Student Activities
Counseling . . . . . . . . . . . 23
Course Fees . I . . . . .
15
Courses of Study. College . . . . 53
Credits .
.
.
41. 53
.
.
.
42
Curriculums
.
Degrees
Dentistry. Pre-Dental Courses
.
39. 99. 100
.
50
Economics
. . . . . . . . . . . . . . . . . . 80
Education . . . . . . . . . . . . . . . . . . . . . 77
Educational Plant . . . . . . . . . . . . . 10
Electives . . . . . . . . . . . . . . . . . . . . . . . 41
Elimination of Students . . . . . . . . . . . 37
Employment . . . . . . . . . . . . . . . . . .20. 98
Engineering. Pre-Engineering Course . . 5 0
English. Department of . . . . . . . . . . . . . 6 0
Enrollment . . . . . . . . . . . . . . . . . . . . . . 123
Entrance Requirements. College . . . . 34
Evening School . . . . . . . . . . . . . . . . . . 13
Examinations
.............
38
Expenses
..........
Faculty. The
Fees . . . . . . . . . . . . . . . . . .
Financial Assistance . . . . . . . . .
Financial Information . . . . . . . .
Financial Support and Control
...............
Fine Arts
Food Service . . . . . . . . . . . . . . . .
Forensics . . . . . . . . . . . . . . . . . . . .
Foundation. Augsburg . . . . . . . . . . . . .
French . . . . . . . . . . . .
...
26
31
10
66
General Information . . . . .
5
Geography
........
-74
German
......
. . . 65
Grade Values . . . .
39
Graduates . . . . . . . .
120
Graduates--(1870-1957)
Summary of 125
Graduation Requirements
,
.39. 99
Grants-in-aid
. . . .
20
Greek
.
...........
59
.
Health and Physical Education . .
73
25
Health Service . . . . . . . . . . . .
Hebrew . . . . . . . . . . . . . . . . . . .60. 101
High School Teaching. Curriculum
44
Historical Sketch . . . . . . . . . .
6
History. Department of . . . . . .
72
Home Economics. Department of
83
45
Home Economics. Vacations in
Homiletics
. . . . . . . . .
105
Honor Pbnfs
. . . . .
39. 41
Honors
. . . . . . . . .
Hospital Affiliation . . . . .
Housing . . . . . . . . . . . .
Humanities. Division of the
Page
Page
. . . . .33. 41
. . . . . . . . 13
. . . . 26
Polity. Worship. and Parish Work . . . .105
Practical Theology . . . . . . . . . . . . . . . . .104
Prizes. Scholarships and . . . . . . . . . . . . 18
Probation . . . . . . . . . . . . . . . . . . . . .37
Psychology . . . . . . . . . . . . . . . . . . . . 76
Publications
. . . . . . . . . . . . . . . . . . . 29
Purpose
.................... 5
. . . 59
.
Incompletes
. . . . . . . . . . . . . . . . .38. 98
Intercollegiate. Athletics. Purpose and
Philosophy of . . . . . . . . . . . . . . . 32
Journalism
. . . . . . . . . . . . . 63
Lower Division Requirements .
Laboratories. Natural Science
Latin . . . . . . . . . . . . . . . . . . . . .
Law. Pre-Law Courses . . . .
Library . . . . . . . . . . . . . . . . . .
Library Science
.........
Loan Funds . . . . . . . .
Location
. . . . . . .
Majors .
.............
40
Male Chorus . . . . . . . . . . . . . .31, 70
Mathematics, Department of
92
Medical Staff . . . . . .
109
Medical Technology . . . . . . . .13, 48
Medicine, Pre-Medic Courses . . . . . . 5 l
Membership in Educational Associations 10
Ministry, Preparation for the . . . .42, 97
Minors . . . . . . . . . . . . . . .40.
Missionary Work. Preparation for . . 43
Modern Languages. Department of
. 65
Museum. The
...
. . 11
Music. Department of
. . .
68
Music Fees . . . . .
15
Music. Organizations
31 70
.
Natural Sciences and Mathematics.
Division of . . . . .
New Testament (Seminary) . .
Norwegian. Courses in .
.
.
Numbering of Courses
.
.
Nursing. Pre-Nursing Courses . .
Nursing. Affiliation with Schools of
Old Testament (Seminary)
Oratory
.........
Organ . . . . . . . . . .
.
Organizations. Student
. .
Orientation
. .
86
1 02
66
53
49
13
. . . . 101
31, 64
. . . . . 70
30. 99
25 77
.
Parish Work. Preparation for
Pastoral Theology . . . . . .
Payment of Accounts . . . . . . .
Personnel Services. Student
Philosophy. Department of . . . . .
Physical Education. Department of
Health and . . . . .
Physics. Department of
...
Piano . . . . . . . . . . . . . . . .
Placement Service for Graduates .
Political Science . . . . . . . . . .
.
Recreation
. . . . . . . . . . . . ..22. 32
Records . . . . . . . . . . . . . . . . . . . . . 25
Refunds . . . . . . . . . . . . . . . . . . . . . . . . 17
Registration
. . . . . . . . . . . . . . . 36
Registration. Change of . . . . . . . . . . . 36
Religion and Philosophy. Division of . . 55
Religious Program . . . . . . . . . . . . . . . . 21
Residence Requirement . . . . . . . . . 41
Room Costs . . . . . . . . . . . . . . . 14
Scandinavian Language and Literature 66
Scholarships and Prizes . . . . . . . . . . . 18
Secretarial Studies . . . . . . . . . . . 82
Secretarial Work Curriculum . . . . 52
Seminary. Admission . . . . . . 96
Seminary. Faculty
. . . . . . . . . . .110
Seminary. Courses of Study . . . . . . 100
Seminary. Expenses . . . . . . . ..14. 98
Seminary. Graduation and Degrees . . 99
. Seminary
. . . .
Internship . . . . . . . . . . . . 98
Social and Recreational Activities . . . . . 22
Sociology. Department of
. .
75
Social Sciences. Division of the . .
72
Social Work Curriculum . .
. . . . 47
Span . . . . . . . . . . . . . . 13
Spanish
. . . . .
. . . . . . . . 67
Special Programs of Study
.....
13
Speech. Department of . . . . . . . . . . . 63
Student Activities. Coordination of .
27
Student Community Life
. . . . . 21
Student Government . . .
2 8
Student Personnel Services .
. . 23
Student Society. The .
. 27
Systematic Theology . .
103
Table of Contents
.
Teacher's Certificate . . . . . .
Teaching Curriculum .
. . .
Testing
. . . . . . . . . .
Theology. College Preparation for
Theological Orientation Courses
Theological Seminary. Augsburg
Transfer and Advanced Standing .
Trustees. B w r d of . . . . . . . . . .
Tuition and Fees . . . . . . . . .
37
41
University Courses . . .
Upper Division Requirements
Veterans. Admission of
Voice .
.
35
70
Augsburg College is located on Twenty-first Avenue South between Seventh and Eighth
Streets South with administrative ofices located in Science Hall on Seventh Street a t
Twenty-first Avenue South.
The college may be reached, via public transportation on the following lines:
1 . The Franklin bus t o Twenty-first Avenue South and Franklin
2. The Minnehaha Falls or Fort Snelling bus t o Twenty-first Avenue South and Riverside
3. The Plymouth-East Twenty-fifth Street bus to Seventh Street and Cedar Avenue
4. The Olson Highway bus t o Seventh Street and! Cedar Avenue
&h+mdkce
may de a&ued
a a &ellowa;
ADMISSION TO THE COLLEGE-Requests for bulletins, application blanks, application
for employment blanks, information regarding registration and admission procedure and
requirements for admission.
OfFice of Admissions
ADMISSION TO THE
Theological Seminary.
SEMINARY-Information
and
requests for
admission
t o the
Secretary of the Theological Faculty
EVALUATION OF CREDITS-Transcripts of credits, requirements for graduation, transfer
of credits, scholastic progress, and withdrawal of matriculated students.
O f i c e of the Registrar
HOUSING OF STUDENTS-Questions
pertaining specifically to housing and dormitory life.
Dean of Students
For information that does not appear t o be covered above
Augsburg College and Theological Seminary
Minneapolis 4, Minnesota
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1954 - 1955
and
1 955 - 1956
ANNOUNCEMENTS FOR
1956 - 1957
and
1957 - 1958
VOL. XVIII, NO. 1
CATALOG NUMBER
JANUARY-FEBRUARY, 1956
THE AUGSBURG BULLETIN
Published bi-monthly and one a... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Founded 1869
CATALOG RECORD FOR
1954 - 1955
and
1 955 - 1956
ANNOUNCEMENTS FOR
1956 - 1957
and
1957 - 1958
VOL. XVIII, NO. 1
CATALOG NUMBER
JANUARY-FEBRUARY, 1956
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theological Seminary at Minneapolis, Minnesota. Entered as second-class matter March
21, 1947, at the post office at Minneapolis, Minnesota, under the act of August 24, 1912.
TABLE OF CONTENTS
PAGE
Academic Calendar
4
General Information
5
Financial Information
14
Student Community Life
21
- 33
The College
33
Academic Administration
-
Curriculums
4.2
53
Courses of Study
55
Division of Religion and Philosophy
Division of the Humanities
- 59
.
72
Division of the Natural Sciences and Mathematics .-----.......-86
......
Division of the Social Sciences
The Theological Seminary
94
General Requirements
94
----------.-----
Courses of Study
97
104
Board of Trustees
Committees of the Faculty
LO6
-
1
The Faculty
Graduates
Student Enrollment
Index
1
0
1
7
5
1 1 8
121
CALENDARS
For 195657 and 1957-58
FIRST S
E
m
1 957-58
1956-57
Freshman Days
Sept.
Sept. 12-15
Registration
!%pt. 11-14
Sept. 17, 8:oo a.m.
College Classes 'bgin
Sept. 16, 8:oo t m
Sept. 17, 8:00 a.m.
Seminary Convenes
Sept. 16, 8:00 a.m.
Sept.
Late Registration Fee
sept. 19
Oct. 19-21
Homecoming
Nm. 1-3
Nov. 13
End of first half of Semester Nov.
!%pt.
11-16
20
10-11
I3
Thanksgiving Recea
Nov. 28, 29
Dec. 19, 4:so p.m.
Christmas Recess begins
Dec. so, 4:2o p.m.
Jan. 3, 8:00 a.m.
Classes Resume
Jan. 6, 8:00 a.m.
Jan. 21-25
College Examinations
Jan. 22-28
Jan. 22-25
Seminary Examinations
Jan. 23-28
Jan.
First Semester Ends
Jan. 28
NOV.
22,
23
2 j
Jan. 14-30
Registration for
h
d
Jan. 16-3 I
Semester
SECOND SEMESTER
Jan. 31, 8:00 a.m.
Classes begin
Feb. 3, 8:00 a.m.
Feb. 4
Late Registration Fee
FA. 6
Feb.
Lincoln's Birthday
Feb. I 2
12
Mar. 30
End of first half of Semester April
April 17, 4:zo p.m.
Easter Recess begins
April 2, 4:2o p.m.
April 23, 8:oo a.m.
Easter Recess ends
April 8, 8:oo a.m.
May 24
Seminary Commencement
May 28
May 24-31
College Examinations
May 23-29
May 30
Decoration Day
h,fa~ 30
June
Baccalaureate Service
June
I
College Commencement
June
2
2
June 3
2
GENERAL INFORMATION
PURPOSE
Augsburg College is a four-year liberal arts college sponsored by
the Lutheran Free Church for the purpose of giving young people
an opportunity to obtain a broad education in a Christian environment. In addition to securing a general education, students may prepare themselves for such vocations as high school teaching, business
administration, social work, medical technology, secretarial work,
parish work, and missions. They may prepare for further study in the
fields of dentistry, engineering, law, medicine, nursing, and theology,
as well as for graduate study in various fields.
Augsburg Theological Seminary, with its facilities on the same campus, offers a three-year course of study leading to a Bachelor of
Theology degree. Its chief purpose is to prepare pastors and missionaries for the Lutheran Free Church.
LOCATION
Augsburg College and Theological Seminary is located in the Riverside Park area of Minneapolis, across the Mississippi River from the
University of Minnesota and within walking distance of the main
business section of the city. Science Hall, containing the administration offices, is located at the corner of Seventh Street and Twenty-first
Avenue South. Augsburg students have the advantage of getting their
college education in a metropolitan center pulsating with industrial,
social, and cultural activities. They have access to libraries, museums,
and art collections. They may hear the best in music and lectures.
Minneapolis is recognized throughout the nation as a vital center of
religious life and activity. Outstanding leaders in many fields both
from other parts of America and from foreign countries are frequent
visitors. College students in the Twin Cities have abundant opportunity to contact contemporary American life at one of its focal points.
ACCREDITATION
Augsburg College is accredited by the North Central Association
of Colleges and Secondary Schools, the regional accrediting agency.
It is approved by the Minnesota Department of Education for the
training of secondary school teachers.
HISTORICAL SKETCH
Augsburg was begun as a seminary in 1869, at Marshall, Wisconsin.
It was the first theological seminary founded by Norwegian Lutherans
in America. Through an arrangement with a private institution known
as Marshall Academy, the Seminary was at first housed in the academy
building. Students who needed further preparation in academic subjects were to obtain this in the academy. This arrangement failed to
work out satisfactorily; so the theological group moved to a private
dwelling, where classes continued until 1872. In the autumn of that
year Augsburg Seminary was removed to Minneapolis, Minnesota,
where a building had been erected for its use. In the same year the
school was incorporated under the laws of Minnesota. The aim of the
institution was to train ministers for the Lutheran congregations which
were being organized in growing numbers in the pioneer settlements
that were spreading rapidly over the Northwest.
The college was established when it became evident that in order
to get students who were adequately prepared for theological study
a college department was needed. So in 1874 a college curriculum
was planned which provided for one year of preparatory studies and
four years of college work along two lines, a classical course to prepare students for theology, and a scientific course to prepare for the
professions. The latter course, however, had to be discontinued, partly
for lack of funds and partly because too few students selected the
course. The first college students were enrolled in 1874 and the first
class was graduated in 1879.
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 1933. In the years 1916-1919 the college course
was thoroughly revised. As a result of this and of subsequent growth,
the earlier classical course was greatly modified and supplemented by
social and scientific studies and a more general emphasis upon the
study of the humanities. In recent years there has been continuous
study and modification of the curriculum including the introduction
of a number of new majors to meet the developing needs of the students. The Divisional organization was adopted in 1945. At the present
time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
In the Theological, Seminary there has likewise been a continuing
revision of the curriculum and the addition of new courses. The requirement of a six-month period of internship was added in 1939.
Standards of admission have been raised so that a bachelor's degree
or equivalent is now the required scholastic preparation. While the
Theological Seminary has its own organization, the Seminary and the
College function in close cooperation. Long experience has proved
this arrangement to be mutually wholesome and stimulating.
Five presidents have served Augsburg during the course of its history. The terms of office of two of these cover a span of over half a
century. The first president was August Weenaas, who served from
1869 to 1876. He was succeeded by Georg Sverdrup, 1876 to 1907.
Sven Oftedal served from 1907 to 1911 and was followed by George
Sverdrup, whose term extended from 1911 to 1937. H. N. Hendrickson
served as acting president from 1937 until 1938. Bernhard Christensen,
the present president, has served since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that in the Christian religion
there are revealed the most basic truths concerning both man and
God, and that Christianity is the fundamental force for good in human
life and society. All the aims of the College, as well as those of the
Seminary, are integrated with this principle. To express more distinctly
some major aspects of its program of Christian higher education, the
following statement of aims has been formulated by the college faculty:
T o 2ead the student to a deeper understanding and personal experience of the truth and power of the Christian Gospel, to the end
that he may become both an effective participant in the work of
the Christian Church and an earnest adirocate of the Christian way
of life.
To familiarize the student with the culture of our own and other
civilizations, not only for the enjoyment this knowledge affords
but also for the development of a more sympathetic understanding
of our fellow men throughout the world.
To develop the student's interest in the attainment of the common
purposes of our country, so that he may work for the welfare of
our institutions and for the preservation of our liberties in community and nation, and also develop an enlightened interest and
participation in human affairs throughout the rest of the world.
T o cultivate i n the student a Christian social spirit, in order that
he may realize in his life a right balance between what he expects
of others and the service he will render his fellow men.
T o teach the student to discipline his own urges, interests, ambitions, and demands in a way that will effectively contribute toward
the development of good character.
T o train the student i n scientific methods of study and also develop his understanding of the relations of science to the welfare of
humanity.
T o stimulate intellectual interest and develop scholarly insight,
so that the student may learn to think with accuracy and comprehension at the same time as he experiences an understanding of
truth which will help him to integrate the findings of science with
the deepest spiritual reality.
T o awaken and foster i n the student an intelligent appreciation
and enjoyment of the best i n the fields of the fine arts.
T o guide the student in the understanding of social relationships
in order that he may take his place in groups and gatherings with
propriety and grace, motivated in his conversation and conduct by
the principles of Christian courtesy and sincerity.
T o provide guidance for the student in the discovery and clarification of his aptitudes and his life purposes so that as early as
possible he may plan his educational program wisely.
T o train students in vocational and professional lines, giving full
preparation for high school teaching, business administration, home
economics, and parish work; furnishing partial training towards
the study of medicine, dentistry, nursing, engineering, law, and
social service, and offering a four-year college course preparing
for the study of theology.
T o help the student evelop certain skills, as in language, music,
physical activities, use o the library, laboratory work, and typewriting, together with other skills, which will increase his efficiency
in the various relationships of life.
\
To afford the student wholesome recreational experience which
will contribute toward an effective use of leisure time and develop
such qualities as leadership, sportsmanship, and self-control, with
good recreational habits, thus providing a constant source of social
and personal satisfaction.
T o instrut the student in principles, attitudes, and ideas pertuining to health, and also to train him in practices and skills which
will promote his physical and mental well-being and make him
better fit to meet the responsibilities of life.
Students who enroll at Augsburg are invited to take up their college
work with the distinct understanding that the Christian spirit is determining in all things, They are expected to cooperate wholeheartedi~in
the program of the school towards that end. The entire program of the
school curricular and e*a-curricular,
and the discipline necessary
to make poscfible the carrying out of this program, v r i n g from the
aim "to see all hings through the e p s of Christ."
FINANCIAL SUPPORT AND CONTROL
From 1870 to 1890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body with
two others, in 1890, resulted in the a5liation of Augsburg with the
newly created United Norwegian Lutheran Church. Due to differences
concerning the control of Augsburg, a division arose, and in 1897 congregations whose sympathies were deeply rooted in Augsburg formed
the Lutheran Free Church. The resulting close association, in educational and spiritual activity, of Aug'sburg and the Lutheran Free
Church has been marked by complete harmony of purpose and ideals
for more than half a century.
The control exercised by the Lutheran Free Church is indirect. The
Annual Conference of the Church nominates the members of the
Augsbu~gCorporation and the Board of Trustees. The Corporation
through the Board of Trustees exercises direct control over property,
finance, and personnel. Academic control is vested in the President
and the Faculty.
In addition to the income from student tuition and fees, which has
materially increased with the growth and develop~nentof the Callege,
the chief financial support of the i n s t i t ~ i o ncomes from the congcgstions of the Lutheran Free Church. In recent years a praning circle
of friends also outside the Lutheran Free Chu~ch.both alumni and
others, have contributed financially to the support of the school. Augsburg welcomes and invites such support on the part of all who believe
in her program of vital Christian education.
MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS
Augsburg College is fully accredited by the North Central Associa-
tion of Colleges and Secondary School as a degree-granting institution.
It is a member of the American Council on Education, the Associatioll
of American Colleges, the Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of Minnesota
Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the College and Seminary to maintain effective contact
and cooperation with one another and with their Alma Mater. The
annual meeting is held at Commencement time each year. Local Augsburg clubs are promoted, and a bi-monthly bulletin is published. The
affairs of the Association are under the leadership of the Board of
Directors. Mr. Kenneth Lower is the Executive Secretary and editor of
the Bulletin. The Alumni Ofice is located in Science Hall.
THE AUGSBURG FOUNDATION
The Augsburg Foundation, formerly the Augsburg Foundation
Fellowship, is an association of alumni, former students, and other
friends of Augsburg, having as its purpose to give united and systematic support, both spiritual and financial, to the school. The Foundation was established in 1941 by joint action of the Board of Trustees
and the Alumni Association. Its work is directed by a General Committee of nine members. A Foundation Day is held each year.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, ,contains a large number of classrooms
and offices, the Chapel, and the museum.
Science Hall, erected in 1948-49, is a large and completely modem
building. It includes the general administration offices, well-equipped
laboratories for Chemistry, Physics, Biology and Home Economics; the
student organization offices and the student center; a small auditorium,
and several classrooms and faculty offices. On the fourth floor is the
Tower Prayer Chapel.
The George Sverdrup Library, named in honor of Augsburg's fourth
president, was erected and dedicated in 1955. Adjacent to Science Hall
and of similar contemporary architectural design, it contains spacious
reading rooms, seminars, work rooms, a visual-education center, the
Augsburg Archives, and a number of classrooms and faculty offices.
There is stack space for approximately 100,000 volumes.
The classrooms and offices of the Theological Seminary are located
in one section of the Library building.
Sverdmp-Oftedal Memorial Hall, erected in 1938, is a modern, fireproof dormitory affording living quarters for about 150 men. On the
ground floor of this building is the college cafeteria and dining hall.
Sivertsen Hall, acquired in 1939, and remodeled in 1955 as a wing
of the new Residence for Women, provides comfortable modern housing for 45 women students.
The beautiful new Residence for Women, adjoining Sivertsen Hall
at 6th Street and 24th Avenue, was erected in 1955. It provides excellent and completely modern housing for 105 women students, as well
as apartments for the resident head and her assistants.
Morton Hall, erected in 1888, and Miriam House, acquired in 1951,
are smaller dormitories, each housing about 20 students.
The Gymnasium, an adequate temporary structure, was erected in
1947 for the College by the Federal Works Agency as a part of a program providing educational facilities for veterans.
The Music Hall was acquired by purchase, also in 1947, and ha*
been remodeled to serve the needs of the music and drama departments.
A large number of dwellings have also been acquired in recent years
in the expanded campus area, and are in use for faculty, staff, and
married student housing.
The President's Home, a residence of modern architectural design
located at the south of the Square, was erected in 1949.
THE MUSEUM
The Museum is located on the ground floor of the Main. Members
of the Alumni Association have presented many valuable gifts. There
are several collections: a Madagascar Collection, a Santal Collection,
and a considerable collection of rare minerals, curios, etc. Contributions
to the Museum are invited. Professor Kleven is the curator.
THE A R C H I ~ S
The Augsburg Archive Society was organized in 1929, for the purpose of gathering documents, books, and other articles of historical
value. For a number of years a fire-proof room in the Main housed
the archives collections. With the erection of the George Sverdrup
Library in 1955, adequate, fire-proof quarters for the archives were
provided. Here are now found a fine collection of periodicals, old and
rare books, manuscripts, letters, and pictures, and also about 1,000
volumes of Norwegian-American literature, affording extensive resources for scholarly research. Contributions to the Archives should
he sent to Prof. Iver Olson, Archivist.
The beautiful and spacious new George Sverdrup Library provides
a central study-workshop for both faculty and students. It contains
about 30,000 volumes, exclusive of pamphlets, all available on open
stacks. The two large reading rooms have book stacks and reading
tables arranged in such a way that a place for study is always close
.to the books one may need. Additional conveniences include conference rooms, where from 2 to 6 students may study together, and
seminar rooms for larger groups or small classes. A typing corner is
provided in the ground floor reading room.
The library subscribes to about 300 of the best periodicals and
pamphlets dealing with a large variety of subjects as well as a number of serials devoted to the interests of special fields.
In the Twin City area other libraries are located which make their
holdings available to Augsburg students, notably, the St. Paul and
Minneapolis public libraries, the latter of which issues library cards
to out-of-town students for each school year; the James Hill Reference
Library in St. Paul, which has one of the finest reference collections
in the Northwest; and the University of Minnesota Library, which is
within walking distance of the Augsburg campus. Each year Augsburg
students make extensive use of all these libraries.
The laboratories of the Natural Sciences are located in the Science
IIall. Three laboratories and two storerooms for Biology are located on
the second floor; three laboratories and a large storeroom for Chemistry, and a laboratory and two storerooms for Physics are located
on the third floor.
To facilitate instruction the college provides many excellent visual
and auditory aids. The audio-visual center is l~catedon the ground
floor of the Library. Available for classroom use, and for the use of
other college activities, are the following: Two 16 mm. sound movie
projectors, one combination 2x2 inch slide projector and 16 mm. film
strip projector, one 3x5 slide projector, a Balopticon, a sound amplification system, and magnetic tape recording machines. There is also a
well equipped photography department.
The auditorium in Science Hall is fully equipped for visual education classes and lectures. Several classrooms are also provided with
facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community service for adults not enrolled in the day school. Announcement of courses to be offered are
made in the fall. Information about the evening school may be obtained from the office of the Dean.
Student nurses in the Schools of Nursing at the Lutheran Deaconess
and Swedish Hospitals in Minneapolis receive much of their first
semester of instruction at Augsburg College. Application for admission
to the Schools of Nursing should be made to the hospitals directly.
In cooperation with the Minneapolis General Hospital, Augsburg
offers work which enables the student to receive a college degree with
a major in Medical Technology. The first .three years of this work are
taken at Augsburg and a final twelve-month program is completed at
the hospital.
SPAN
Augsburg participates in the SPAN (Student Project for Amity
among Nations) program. This is a joint venture of the University of
Minnesota and several colleges in the state. Qualified students are
selected to spend a summer in informal study abroad. Applications are
made in the spring of the Sophomore year.
FINANCIAL INFORMATION
A considerable part of the income on which Augsburg operates is
derived from endowment and from gifts, a major part of the latter
coming from the supporting church. Therefore, the fees charged the
student do not constitute the whole cost of his education, for he enjoys
the benefits of the gifts of those who believe in and support the work
of the school. For theological students, the church assumes the full
cost of tuition; a statement of other expenses in attending the seminary
is given in the Seminary section of the catalog.
GENERAL EXPENSES PER SEMESTER1
.. .
Tuition in College
$2m.00
Books, etc.
2 5 . 0 to 40.00
Student activity fee I - - . - 8.00
Library fee ..
-.- 7.50
Health fee
5.00
Matriculation fee (for those registering the first time)
5.00
Key deposit (refundable)
1.00
Locker (optional) -.
- 1.00
Mail box fee
.50
Total
$253.00 to 268.00
Students registered for more than the maximum number of credit
hours (17 in the College) are charged at the rate of $10.00 for each
additional credit hour a week per semester.
Special students will pay at the rate of $17.00 per credit hour up
to 11 credits. Those who register for 12 or more credit hours will pay
the regular tuition charge.
The fee for auditing a course is $7.50 per credit hour.
Special students and auditors enrolled for 7 credit hours or more
of class work per week pay one-half of the student activity, health,
and library fees.
ROOM AND BOARD PER SEMESTER'
Iioom
Board (estimate)
1 Subiect to change.
...$65.00 to 80.00
160.00
A limited number of rooms are available at the lower cost.
Men students are required to buy and use a minimum of
$125.00 of meal book coupons per semester, women students
$100.00.
SPECIAL FEES
Late registration
Change of registration after the beginning of the second week
of classes
Registration with the Placement Bureau ,
Placement fee, depending upon the method
of placement
$ 3 . 0 to
Graduation fee, for seniors in both the College and Seminary..
Final examinations taken at another hour than the one
scheduled
---Examination making up an incomplete or a condition -----------Comprehensive examination --Transcript of credits (after first one which is free) ---..~.---------~-MUSIC FEES PER SEMESTER
Piano
Voice
Organ -Erass or Wood wind (private instruction)
Rrass or Wood wind (class instruction) --..
Piano stodio rental8(one hour per day)
Organ reap1 -Vctice studio rental (one hour per day)
Choir -.-Choral Club -
. . . $35.00
- 35.00
_
-
-
--
COURSE FEES PER SEMESTER
-.--
--
35.00
40.00
14.00
8.00
20.00
4.00
5.00
2.50
4.00
Art 1 and 2
Art 3 and 4 - 2.00
3.00
Home Economics 2, 36, 76 ----5.00
Home Economics 39 and 40
...............
Biology 60 ....................................................................1.00-2.00
2.50
-.----.- -Biology, 1, 2, 3N, 4, 52, 53, and 55
Biology 7N
-.
4.00
Biology 13, 14, 25, 26, and 54
5.00
1 Subject to change.
Chemistry 1, 2
--Chemistry 4
Chemistry 3N Chemistry 5, 6, 51, 52, 53, 54, and 55
Physics 1, 2 Physics 3
-Physics 5 and 6 Physics 51
Physics 52
Secretarial Studies 2, 8, 51, and 52
Secretarial Studies 1, 53, and 54
Education 96 --
--
ESTIMATED EXPENSES PER SEMESTER'
Resident students
General expenses -.
$253.00 to 268.00
223.00 to 240.00
Room and Board
Special, music, or.course fees
2.00 to 35.00
Total, appro~imately
3478.00 to X3.00
Off -campus students
$253.00 to 268.00
General expenses -Special, music, or course fees
-- 2.00 to 35.00
Total, approximately ..............................$25500
.........
to
....
303.00
...
These estimates do n6t include transportation, clothing, or
personal expenses.
PAYMENT OF ACCOUNTS
Student accounts are due in full at the time of registration in September and February. Parents may deposit money in advance at the
school or the student may make the payment when he registers. Recognizing that payment of fees in full at registration poses a financial
problem in some cases, the college has instituted a "deferred payment
plan". In this plan the college will accept, at the time of registration
in September and again in February, a
of $150.00 in the
case of resident. students and $75.00 for off-campus students. The
balance may be paid in monthly installments during the semester. To
defray the cost of the plan a charge of $1.00 is made for each payment on the student's account after registration.
1 Subjea to change.
REFUNDS
Students who cancel their registration before the middle of any
semester pay tuition at the rate of $14.00 per week for the t'ime during
which they have been in attendance. Students who cancel out after
the middle of the semester receive no refund of tuition. No refunds
are made of the Matriculation and Student Activity fees. Course fees
are paid at the rate of 10% per week by students who cancel out before the middle of the semester.
Payments for board and room are refunded in proportion to the
time students have been in residence. Students who move out ,of dormitories but do not cancel out of school are charged the full semester
room rent.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds, scholarships, grants-in-aid,
and employment assistance are available at Augsburg. Students must
meet certain requirements to qualify for loans or scholarships. The
college gives assistance to students in securing work both on and off
the campus.
LOAN FUNDS
Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts of
many individual donors, is chiefly maintained by contributions from
the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance to
students in the Seminary.
The Charles and Nora Crouch Student Loan Fund, established in
1954, extends assistance to members of all classes.
The Senior Loan Fund, established by the class of 1955, is available
to selected graduating seniors.
The John and Anna Jorgine Gregory Theo2ogical Student Loan Fund
is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established by the
Zion Lutheran Church of Minot, North Dakota, likewise extends loans
to students preparing for the ministry.
Arrangements for the loans are made through a conference with the
Dean of Students, chairman of the faculty committee on student loans.
In addition to arranging loans, the committee counsels students on
financial matters with the objective in mind of helping the student work
out a satisfactory plan for his finances.
SCHOLARSHIPS AND PRIZES
Forty Freshman Scholarships, amounting to tuition for the second
half of the Freshman year, are offered to outstanding high school
graduates.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200.00 to be applied on tuition at Augsburg College. It is to be
awarded to an American Indian student selected on the basis of
scholarship and economic need.
The Henry P . Opseth Music Scholarship was established in 1953 in
memory of Henry P. Opseth, former head of the Music Department
and director of thk Augsburg College Choir. It is awarded annually
to a sophomore or junior student of outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from 1950
until the time of her death in 1953, was established in 1955 by her
parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. It is
awarded to an Augsburg student for outstanding promise or achievement in the art of singing.
The George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of
George Sverdrup, President of Augsburg from 1911 to 1937. It is
awarded annually to an Augsburg graduate of outstanding character
and ability who plans to prepare further for the vocation of teaching.
The amount of the Fellowship is five hundred dollars.
The Keith E. Hoffman Memorial Scholarship was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory
of their son who gave his life in the conquest of Okinawa. The scholarship consists of the income from a fund of $1,075 and is awarded
annually to a student selected on the basis of academic achievement,
personal character, and ability in the field of athletics.
T w o Lutheran Brotherhood Scholarships of $300 each are provided
b y the Lutheran Brotherhood Life Insurance Society and awarded each
fall to outstanding Lutheran college seniors. The students are selected
by the college in the spring of the junior year on the basis of religious
leadership and scholastic standing
The Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph Paulson who taught Social Science at Augsburg from 1930 to 1935, is
awarded annually to a college student for the best essay written on an
assigned subject in the field of Christian Sociology. The amount of
the prize is $50.00.
The Celia Fredrickson Scholarship consists of the income from a
fund of one thousand dollars. It is awarded annually to an Augsburg
student from the Lamberton, Minnesota, parish of the Lutheran Free
Church.
The Greater Augsburg Alumni Association Scholarship of $350 is
awarded annually to an outstanding alumnus ~f Augsburg in order to
encourage and assist promising students in the carrying out of projects
of graduate study.
The Women's Missionary Federation Scholarship is awarded by the
Federation to returned missionaries or to Lutheran students of recognized Christian character and good scholastic records who are making
preparation for mission work. The scholarship varies from $50.00 to
$250.00 per year. Higher awards are possible for graduate work or
medical study.
GRANTS-IN-AID
A few grants-in-aid are made to students in good standing who are in
special need of financial assistance. To qualify for a grant, a student
r.11ust make application, providing information about his own and his
family's resources and anticipated expenses.
EMPLOYMENT SERVICE
The employment service, located in the Placement Office, has been
successful in placing hundreds of men and women students in parttime positions. The types of work secured are of many kinds, including recreational leadership, restaurant work, domestic service, sales
work, and secretarial and clerical work.
Students are employed by the college in many activities. For these
positions preference is given to upper-class students who have maintained a good scholastic average.
Assistance in securing summer employment is also provided each
spring by the Employment Service.
Application forms for part-time employment on or off campus may
be secured from the Admissions or Placement Offices.
STUDENT -COMMUNITY LIFE
The influences which mould life and character on a college campus
are of many kinds. While the exercises of classroom, laboratory, and
Library form the organizing basis of college activity, they need to
be supplemented by other than academic forces. These intangible but
very real supplementary influences have much to do with creating the
spirit of an institution. At Augsburg definite emphasis is placed upon
the maintenance of a wholesome spirit of Christian community living.
Students are urged to give conscious attention to this personal and
spiritual side of their development and thus contribute toward the
prevalence of a vital and happy Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg
that the institution may constantly be permeated by an atmosphere in
which the quest for Truth as it is in Christ is prayerfully fostered in
each life.
All students are required to register for two class hours per week
in one of the courses offered in Religion.
There are numerous voluntary religious activities in which students are encouraged to participate. Spiritual Emphasis Week is held twice each year. It is assumed
that every Augsburg student will find a church home in Minneapolis
and attend its services regularly.
It is expected of each student that his life, conduct, and influence,
both on and off campus, shall be worthy of a member of a Christian
College. Those who do not feel drawn to this quality of life and to the
fellowship in which it is nourished should not seek to be enrolled at
Augsburg. A truly Christian spirit and environment must be the
product of the united effort and prayer of faculty, students, and
administration.
THE CHAPELSERVICE
The heart of Augsburg's program of Christian education is the daily
Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
REI;IG~OUS
PROGRAM
The Religious Life Committee, composed of students and faculty,
endeavors to promote a religious program that will stimulate growth
of Christian life in the Augsburg community. Co-chairmen of this
council are the student Director of Religious Activities and the College
Pastor. Areas for which this committee carries primary responsibility
are the Mid-Week services, Spiritual Emphasis Weeks, prayer meetings, and informal group meetings.
This committee also serves as a coordinating agency for all volunteer
Christian organizations on campus. The two principal organizations
are the Lutheran Student Association and the Mission Society.
The Mission Society promotes interest in missions through a program of study, fellowship, worship, and seriice. A highlight of the
year is the Mission Festival, a week-end conference devoted to the
study of missionary activity, and recruitment of workers. The Lutheran
Student Association seeks to serve as a stimulus and outlet for Christian faith and life. Students participate in regional and national LSA
Conferences, and conduct a schedule of meetings on campus.
The Concordia Society is an organization for all the students in the
Theological Seminary.
Regular convocation programs are held at Augsburg throughout
the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is
covered, including the scientific, political, social, religious, and artistic.
Students at Augsburg are given many opportunities for social training and recreation. The Student Council through the Chairman of
Social Activities, assisted by a Committee on Social Education, sponsors each month an all-school social activity which all students may
attend. Most of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women Students and
a number of other organizations sponsor teas, dinners, and social
affairs on and off campus.
"No man is a hypocrite in his pleasures." To learn to enjoy the
right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the
formation of helpful recreational habit-patterns, not only with regard
to the planned play program supervised by the Director of Recreation
and the Department of Physical Education, but also with regard to
the use of leisure time in general.
Augsburg's location in Minneapolis gives its students unique oppqrtunities to make use of some of the finest educational and cultural
advantages which the Northwest has to offer. Excellent art collections
are to be found in the Minneapolis Institute of Arts and the Walker
Art Center. The Twin City libraries are .extensive in their services.
The Historical Museum in St. Paul gives access to large collections of
historical material. The Minneapolis Symphony Orchestra programs
and other concerts afford rich opportunity for music appreciation.
Many students and faculty attend Minneapolis Symphony Orchestra
concerts by virtue of a special college season ticket arrangement.
Season tickets are available also for other University concerts and
the University Theater drama programs. Symphony Forums are held
.on campus each year, with speakers from the Orchestral Association
or the Orchestra.
A bi-weekly bulletin, Events of Interest in Minneapolis, listing pro.
grams, concerts, art displays and exhibitions is compiled and issued
from the Student Personnel Office.
STUDENT PERSONNEL SERVICES
Institutional services to students are organized and administered
in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Counseling, Testing,
Freshman Orientation, Student Records, The Student Health Service,
Housing and Food Service, Placement, S t u d a t Employment, and Coordination of Student Activities. The administration of these services
is centered in the Office of the Dean of Students.
Under the counseling program at Augsburg each student is assigned
a faculty counselor to assist him in the planning of his total college
program. All faculty members participate in counseling. The broad
intellectual interests of the faculty member are combined with the
professional skill and techniques of trained counselors to provide
counseling at various levels, and in many areas of student needs. Personal, social, and spiritual problems as well as vocational choice and
financial needs are given consideration.
As far as possible, the work of obtaining the necessary data about
the individual student and organizing the total program of counseling
is carried out by the Office of the Dean of Students in accordance with
the plans and policies established by the Student Personnel Committee.
These plans include testing, assignment of counselors, scheduling of
group conferences and counseling periods. Each new student is assigned a faculty member who is his counselor for two years. When
a student enters the Upper Division, he chooses a major field of study.
The major adviser then becomes his counselor. Faculty counselors
confer with their counselees at regular intervals throughout the year
and at other times as the needs of the individual student appear. If a
serious problem develops which demands professional skill and more
time than the professor has to spend in counseling, the student is referred by way of the Office of the Dean of Students to professionally
qualified counselors. The Dean of Women and the Dean of Students
are special counselors to the women and the men, respectively.
Students receive vocational counseling in conference with their
counselors, and have frequent opportunities to confer with persons who
are eminently successful in the particular professions selected by
students as their tentative occupational choices. An Occupational Information file in the college library provides materials for a study of
vocations. The Orientation course, required of all freshmen, includes a
unit on vocational planning. The results of a vocational interest test
are available for all students.
Students who have various personal problems are encouraged to seek
help through counseling conferences. Often students have been able
to solve problems of finances, social adjustment, and personality
through counseling sessions.
Those who have spiritual problems may confer with the College
Pastor, or with members of the Department of Religion as well as
with their faculty counselor. By a system of referral, students may
receive counsel from any member of the faculty, or from qualified
persons beyond the college community. The Personnel deans are available at all times for special counseling conferences.
The college physician is consulted in regard to all problems pertaining to physical and mental health.
Counselors and major advisers strive to help students develop their
latent abilitjr. Students who distinguish themselves acad&nically are
named on the Dean's List, and are thereby qualified to participate
in a study program designed to develop their special talents to the
highest degree. Honor societies such as the Augsburg Guild of Honor
and Lambda Iota Tau recognize students who have excelled in several
areas.
All new students are given a battery of tests during Freshman Days.
College aptitude scores, English, and reading ability scores are used
by counselors to help students plan their initial programs. Personal
adjustment scores and the vocational interest test profile help the
students learn to know more about themselves, in order to make the
best choice of subjects and occupational goals. Sophomores participate in a nation-wide testing program. Seniors also take a nationally
standardized test.
Freshmen and other new students participate in Freshman Days
before the beginning of classes each semester. The students take tests,
inspect the college facilities, and become acquainted with their fellow
students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences
during which they plan the student's program of study.
All freshmen enroll in a class in Orientation. In this course, the
students learn about standards and requirements of various areas of
college life. Methods and habits of study and related techniques are
explored. Personal health, social adjustment, personal finances, and
vocational aims are discussed.
RECORDS
Individual student records are kept in the Records Office under the
supervision of the Registrar. These records include admissions data,
academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information.
The Student Personnel Office maintains a file of clubs and societies,
including the constitutions, activities, schedules, and membership roster.
THE STUDENT
HEALTHSERVICE
The Student Health Service provides campus dispensary service
with a registered nurse in charge. The college physician has daily office
l~ours on campus for consultation and for emergency treatment.
Physical examinations are given all entering students and seniors.
Corrective treatment is prescribed where needed. Infirmary rooms are
adjacent to the dispensary. The Health Service is housed in a ground
floor section of Memorial Hall, the men's residence hall.
Students, faculty, and staff have chest X-rays taken semi-annually
through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The Department of Physical Education conducts a
program of recreation for all students. All freshmen are required to
take a course in personal and community health.
Students not living at home must live in college operated housing
and take their meals in the college dining hall. Under certain conditions, students may make other arrangements after consultation with
the Dean of Women or Dean of Students.
Residence halls are open to students a day before regular schedules
become effective, and close a day after the term closes. Students who
wish to stay in residence during vacations must apply for the privilege.
Rooms are furnished except for bed linen, towels and blankets.
Laundry facilities are available in each residence. Bed linens and towels
may be rented at a reasonable cost. This service includes laundering,
pick up and delivery.
Augsburg's beautiful new Residence for Women, located at Sixth
Street and Twenty-fourth Avenue South, adequately houses one hundred fifty women, and provides a lounge, recreation facilities, and
grill service for all students. Sverdrup Ojtedal Memorid Hall, a men's
residence hall, houses one hundred fifty men, and also contains the
college dining rooms, and the student health service.
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental,
welfare, and educational institutions and organizations at the local
as well as the state and national levels. Interviews are arranged both
on and off the campus. A registration fee and a small placement
fee are charged.
An employment service, located in the Placement Office, assists students in obtaining part time remunerative work. Many students find
it possible to pay part of their college expenses by this income. Employment can be obtained more satisfactorily after students have been
at the college for a time, and consequently, it is .desirable that a new
student should have sufficient funds to pay his entire expenses for at
least one semester.
Students are employed by the college in many phases of its opera-
tion. For these positions preference is given to upper-class students
who have maintained a good scholastic average and have a good employment record.
Assistance in securing summer employment is also provided for students each spring.
The Christian ideals of Augsburg give no room for such demoralizing practices as gambling, drinking, frequenting of public dances,
indiscriminate attendance at movies, and objectionable car'd playing.
Students enrolled at Augsburg are expected, therefore, not to participate in such practices.
Augsburg reserves the right to dismiss or to discipline any student
who is not amenable to advice and direction. The school likewise
reserves the right to dismiss any student whose general conduct or
influence is unwholesome. Such a student may be removed although
no formal charge is made against him.
Disciplinary problems, other than academic failure, are handled
through the Office of the Dean of Students. In all cases, careful investigation and counseling precedes any action.
OF STUDENT
ACTIVITIES
COORDINATION
The Coordinator of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
sponsors are approved by the Coordinator.
The program of student activities is a primary responsibiiity of the
Student Council, legislative and executive body of the Augsburg Student Society. Faculty concern and responsibility for all student activities and the co-curricular program is assigned to the Faculty Council.
Liaison between the Student Council and the Faculty Council is the
function of the Student-Faculty Committee, whose special responsibility it is to promote student activity, and to keep the college activities
calendar. The Calendar is kept in the office of the Coordinator of Student Activities.
A weekly bulletin of events is furnished all college personnel by
the offiee of Student Personnel.
STUDENT GOVERNMENT
The Augsburg Student Society, comprisingGthe whole student body
of Augsburg College and Theological Seminary, is organized to conduct student affairs, develop student initiative and leadership, and
provide opportunity for practical experience in the democratic processes of group activity.
The administration of student government is delegated to the Student
Council, a representative group of twenty-five students elected by the
various classes. The top five positions are nominated and elected
directly by the Student Society.
Each of the college classes has its own officers and participates in
student government through its representative on the Council.
Augsburg is a member of the National Student Associution. The local
NSA Council is elected by the Student Council.
The Student Council directs several service projects of interest to
the college community. These projects include the annual Campus
Chest Campaign, Political Action and Brotherhood weeks, and two
Leadership Training projects.
Counseling of freshmen by upper class students is conducted through
Campus-Brother Campus-Sister groups.
Associated Women Students, composed of all the women students,
provides opportunity for the women to develop a degree of self g ~ v ernment. It aims to create a sense of harmony and fellowship, to promote and maintain high standards of honor and integrity in personal
conduct, and it encourages participation in all college activities. It is
affiliated with the Intercollegiate Associated Women Students, a national organization.
The Student Council office and the Council Room adjoin the Augsburg Echo and Augsburgian offices on the ground floor of Science
Hall. The student post office and Student Center occupy a prominent
place on the same floor, and serve as a focal point for student
activities.
The Augsburg Echo, the college newspaper, is published by a student
staff. The top staff members are named by The Board of Publications,
one of the Student Council agencies. The Faculty adviser teaches
courses in journalism. Staff members enrolled in the classes earn
academic credit.
Augsburg's yearbook, the Augsburgiun, provides a pictorial record
of the activities of the year. Work on the annual provides opportunity
for creative expression in artistic design as well as in photography.
A student editor, named by the Board of Publications, with the
assistance of the Registrar, compiles the annual Student Handbook
and Directory.
CO-CURRICULAR PROGRAM
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effecthe participation,
Several of
students with similar interests have united to form cI&.
these are extensions of courses beyond the class room. Others are
devoted to interests not offered in the curriculum. New clubs are
formed as the occasion demands.
STUDENT
CLUBS
The Aristotelian Society unites those who have a common interest
in scientific knowledge and experimentation. Thus they may develop
their interest in the various branches of science and perhaps infuse
some of that spirit of interest thrmghout the college.
The Art Club is organized to satisfy the student's creative urge in
the field of art, to educate members, as well as others, in the field of
art and all that it contains, and to promote an interest in art among
the student body.
The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is
the major objective.
The Canera Cbb is composed of camera fans who meet regularly
to exchange ideas about their hobby and to develop skill in photography.
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the cult'ure, language and people
of the various countries.
The Drama Society provides for its members an opportunity to
learn from participation in stage presentations and from field trips,
as well as from reading and seeing plays produced. Membership is
open to all students.
The F ~ u r eTeachers of America offers to its members associate
membership in professional education associations and strives to
acquaint future teachers with the importance of teaching as a profession. Interest in education or in the teaching profession is the only
requirement for membership.
The Home Economics Club, open to all students in the Home Economics Department, aims to promote professional attitudes toward all
aspects of home and community life.
The Public Aflairs Federation aims to stimulate interest in public
affairs and give students opportunity to participate actively in local,
state, and national politics, and in other human relations activities.
The Writers Club includes students who enjoy creative expression
in various forms of writing. The members share their literary efforts
in an informal atmosphere, and benefit from mutual criticism.
The Choir has about sixty members selected from all classes. In
addition to local concerts, the choir goes on tour each year to various
parts of the United States and occasionally to Canada.
BAND
THE AUGSBURG
COLLEGECONCERT
The band meets for rehearsal at a regularly scheduled period four
times per week. The concert band makes an annual tour and presents
public concerts in Minneapolis. A pep band entertains at athletic
contests.
THE AUGSBURG
CHORAL
CLUB
The choral club is composed of approximately fifty members. It
participates in school programs and concerts and makes short tours
annually.
THE MALECHORUS
This organization is for men who like to sing in a men's group.
Rehearsals are held twice a week. The Chorus sings at various churches
in the Twin City area and makes short tours in the vicinity.
FORENSICS
Augsburg College participates in intercollegiate debating, both in
Minnesota and in the neighboring states. Students may also participate
in local and intercollegiate oratorical contests.
THE "A7' CLUB
Membership in the "A" Club is limited to men who have won a
major A at Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest
possible plane."
WOMEN'SATHLETICASSOCIATION
Membership in the Women's Athletic Association is gained by participation in individual and group recreational activities with awards
given on a point basis. The Augsburg W.A.A. is a member of the
Minnesota Athletic Association of College Women.
AND RECREATION
PHYSICALEDUCATION
Under the direction of the Department of Physical Education, a
wide range of recreational activities is arranged for general student
participation. Every student is urged to participate in some activity
for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners
of intramural schedules in various colleges.
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football,
basketball, hockey, baseball, track, tennis, and golf.
PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE
ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the collegerecognizes that recreation and play are a fundamental part of human
life, and that this phase of life needs to be cultivated if physical,
mental, and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the fact that
competitive play can cnntribute to the development of student interests,
skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1j The student participating in athletics should acquire and exhibit, both in and
out of athletics, such basic qualities of character as self-discipline,
honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be of
special use to him in such vocations as teaching and coaching or re-,
creational leadership, or in his own recreational activities: Far from
being set apart from his educational goal or in any way competing
with it, the student's participation in intercollegiate athletics must
either contribute directly to this goal or be complementary to his
other educational activities. (3) The student spectator should acquire
and exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high grade ,performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy
"school spirit." Enthusiasm for intercollegiate
athletics or other cocurricular activities should not overshadow pride in high scholastic
achievement, nor can it take the place of a well-rounded and effective
intramural and general recreational program.
HONORS AND AWARDS
The 1925 Class Cup in Atfitics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be the
most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented to the college as a
prize t o arouse interest in oratory. The name of the winner of the
annual contest ishengraved upon the cup, which is to remain in the
possession of the college and is placed on exhibition in the Science
Hall.
The 1927 Class Cup for Scholarship is awarded to the senior student
of highest scholastic standing who has attended Augsburg for at least
two years.
Omicron Chapter of Lambda Iota Tau, a national honor society, is
open to English majors who have attained a high scholastic average
and have presented a paper on a literary topic before a public audience.
The Augsburg Guild of Honor is an organization to recognize and
honor those members of the senior graduating class who have shown
themselves to be well rounded individuals, excelling to an outstanding degree in scholarship, leadership, and participation in extra-curricular activities.
The Dean's List includes students who have achieved an honor point
Augsburg
ratio of 2.5 or better in the previous semester of work a t m
College.
AUGSBURG COLLEGE
ACADEMIC ADMINISTRATION
ADMISSION PROCEDURE
Application for admission should be made on the regular admission
form, which can be secured from the Office of Admissions. This
form is generally available also in Minnesota high schools. The application, together with the high school record, previous college record,
if any, two letters of recommendation, a small photograph, and an
admissions deposit of $10.00 should be sent to the Office of Admissions. The deposit, which will be applied on first semester tuition,
is refunded if the application is not accepted or if it is withdrawn
by the applicant before August 1. A student seeking admission in the
fall semester should apply not later than September 10 and for the
spring semester by January 30.
REQUIREMENTS FOR ADMISSION
Augsburg College admits as students, men and women of good
moral character and sound health who appear to have the ability to
succeed in college. Estimate of ability is determined by rank in the
high school graduating class and college aptitude tests, and by the
high school record or previous college record.
The normal basis for admission is the completion of the courses of
grades nine to twelve in an accredited high school. No definite pattern
of subjects is required, but it is recommended that the last four years
of high school include four units of English, or three units of English
and two of a foreign language, two units of social studies, and one
unit of mathematics. A unit is defined as a course covering one academic year and equivalent to at least 120 hours of classwork. Graduates of unaccredited high schools are considered for admission on the
basis of their rank in high school and their achievement in a college
aptitude examination and an English achievement test.
Applicants who are not high school graduates but who give evidence
of s d c i e n t maturity are considered for admission upon recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational Development Tests on
literary materials, social science materials, and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in advance if they have been taken in the state-wide testing program. The
General Educational Development tests are available to service men
through the Armed Forces Institute. All tests may, however, be taken
at Augsburg by arrangement with the Registrar.
The College reserves the right to reject the applications of studepts
whose previous records or aptitudes, as measured by tests, indicate
they may have difliculty in doing college work.
DEFICIENCIES
Applicants who have been accepted for admission with a deficiency
in English will be required to register for a special course in English.
Such deficiency and the requirements with regard to additional training will be determined at the beginning of the Freshman year by
means of tests. The requiremenb include the attainment of definite
standards as to spelling, grammar, pronunciation, and general correctness in the use of the English language.
TRANSFER AND ADVANCED STANDING
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there. If
their previous work was unsatisfactory, they are admitted to Augsburg
only under special circumstances.
Advanced standing, that is, credit for courses completed, is granted
to students who present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted on the basis of
comprehensive examinations.
ADMISSION OF VETERANS
Veterans, qualified for educational benefits under any of the government programs, may study at Augsburg and receive these benefits.
The veteran must secure a certificate of eligibility from the regional
office of the Veterans Administration. Application for benefits must
be made in advance of registration, except that veterans who are
eligible for assistance under Public Law 550 may make application
for entitlement when they enroll at the college.
In order to receive credit for experience in the military services,
the veteran must present a photostatic or certified copy of his Separation Record at the Registrar's Office. Evaluation is made according to
the recommendation of the American Council on Education. Some
college credit is given for the completion of the work in certain service
schools and for some courses taken through the Armed Forces Institute.
REGISTRATION
Students who have been accepted for admission should register on
the days designated in the Calendar for this purpose. Students who
register later than three days after classes begin are charged a late
registration fee of $3.00. No student may register for or enter a
course later than two weeks after the beginning of classes.
In registering, care should be taken to include the Lower Division
requirements during the first two years. However, if such registration
is delayed beyond the second year, a student will neither be required
nor permitted to register beyond the allowed number of credit hours
per semester in order to make it up.
- No credit will be given a student for any subject for which he has
not registered. The college reserves the right to cancel any course for
which there is not sufficient registration.
Registration means that the student accepts all the rules and regulations established by the school.
The normal registration is 16 credit hours. A credit hour is defined
as one recitation period a week throughout
a semester.
The privilege of registering for more than 17% credit hours may
be granted only to students who have gained an average record of B,
or two honor points per credit, in their previous college studies. Exceptions to this rule may be made under certain conditions determined
by the Admissions and Scholarship Committee. No student is permitted to carry work for more than 20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
CHANGE OF REGISTRATlON AND CANCELLATION
In case a student desires to make any changes in his registration,
he must obtain a form from the Registrar's o6ce on which he may
make application, stating clearly his reasons for desiring the change.
Approval of the teachers concerned and the student's adviser and the
Registrar must be obtained before a change will be permitted. A
course which is abandoned without being cancelled through the Registrar's Office will result in a grade of F.
Changes of registration which involve the adding of courses cannot
be made later than two weeks after the beginning of classes. Changes
which involve canceling a course cannot be made after the middle of
the semester.
A fee of $1.00 is charged for each change of registration after the
beginning of the second week of classes.
A student who finds it necessary to leave school before the end of
a semester must cancel his registration at the Registrar's office in
order to remain in good standing.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will not
be allowed unless the student has a grading of C average, or 1 honor
point per credit, in his courses at Augsburg. Also, the combined number of credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg College and
counted towards graduation.
CLASSIFICATION
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which college
credit is given. Classification is based on the attainment of the following number of credit hours together with an equal number of
honor points: Sophomore, 24; Junior, 58; Senior, 92. Students are
classified by this regulation at the time of their registration each
school year.
PROBATION AND ELIMINATION
The Admissions and Scholarship Committee meets at the end of each
semester to consider the status of students who are doing unsatisfactory work. Freshmen who obtain honor point ratios of .5 or below,
Sophomores .6 or below, and Senior College students .8 or below, as
well as students with 6 or more credits of F, at the end of a semester
are placed on probation during the semester that follows. They remain
on probation until an honor point ratio of 1 is attained for a semester.
A student is not allowed to remain in college on probation for more
than two semesters consecutively, except by special permission. He is
dropped for low scholarship if he fails to maintain a satisfactory
scholastic record.
CLASS ATTENDANCE
Regular attendance in class is required. Students who find it necessary to be absent because of illness b r for other reasons should confer
with their teachers.
Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception to this
rule must be agreed to by the teacher of the class affected and must
be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic reports
are submitted to the Registrar. At the end of the semseter, a record
is made of the total absences of each student for the semester.
Absences for tours, field trips and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants,
with information as to exact p i o d s absent, are issued by the Dean
to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving' in
class late must assume responsibility for reporting their presence to
the teacher.
EXAMINATIONS
Tests are given periodically throughout the semester. In the course
of each semester, reports of the grades attained are made to the
Registrar who forwards them to the counselors and students. Final
reports are sent at the close of each semester to the parents and
students.
Written examinations are regularly scheduled at the close of each
semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sufficient reason will
result in a grade of failure in the course concerned.
A student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an excuse
may arrange to take such an examination during some period after
the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the College
to take a final examination at another hour than that scheduled, he is
a fee of two dollars for such an examination. Before the stues the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. The teacher will
give no examination before he has this statement.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of the semester
must be removed within the first five weeks of classes of the following
semester of attendance or within a year if the student has not re-enrolled. Extension of this time may be made by the Registrar's O5ce
in cases of illness. If incompletes and conditions are not removed
within the time allowed, the condition automatically becomes a failure
and the incomplete may be changed to a passing grade only when
the average of the previous work is sufficiently high. The final grade
after the condition examination is taken may not be higher than D.
A fee of $2.00 is charged for an examination making up an incomplete or a condition reecived at the end of a semester.
COMPREHENSIVE EXAMINATIONS
Compre)lensive examinations may be permitted in courses in which
the Admissions and Scholarship Committee feels the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee.
When permission is granted, the necessary approval forms may be
secured at the office of the Registrar. A fee of $5.00 is charged for
each examination and must be paid in advance. Examination questions and the answers will be filed in the Registrar's office.
GRADE VALUES
3 honor points per credit
A-Superior,
%Very
good, 2 honor points per credit
C-Satisfactory,
D-Passable,
F-Failure,
&Condition
1 honor point per credit
no honor points per credit
minus 1 honor point per credit
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, and grades. A
student who plans to graduate from Augsburg is urged to study the
requirements as outlined in this section of the catalog and in the
department in which he plans to major. It is the responsibility of the
student to see that he includes the required subjects at the right time
in his program of studies. The faculty advisers, the Dean, and the
Registrar will gladly assist him in planning his program.
Lower Division Requirements
For a general college education and as a basis for study in professional
fields students are required to complete the following credits in lower
division courses :
Religion
Each semester, 2 credits
English
6 credits
Course 1-2. Students exempted from
Freshman English must earn 6 credits
above Freshman English.
Speech
3 credits
Course 11.
Fine Arts
2 credits
MU. 7, 8, Phil. 15, 60 or any literature
H. Ec. 3, a,
course satisfies this requirement.
Foreign Language
8 credits
Students who have studied a foreign language for three years in high school and
students with majors in Home Economics
are exempted from this requirement.
Social Sciences
6 credits
Hist. 1-2, 21, 22, or Soc. 1, and 3 other
credits in Sociology, or Phil. 15, 16.
Natural Sciences
8 credits
Health and Physical Education
3 credits
Courses 2, 3 and 4. Students with majors
in Home Economics will substitute H. Ec.
68 for P. E. 2.
Psychology
4 credits
Required in certain fields.
Orientation
1 credit
Required of all Freshmen.
AUGSBURG
COLLEGE
Major and Minors
-
'A student is required to complete a major and one or more minors
for graduation. The major subject is determined by the student's
aims as well as by his particular interests and aptitudes as shown in
f work he does in the Lower Division.
-It is well for the student to know in his Freshman year what major
line of study he will pursue. Students who are still undecided as to
their major choice when they appear for registration in the junior
year, should, before they register, consult with a faculty counselor
and with heads of the various departments to determine their field
of major work. In planning the major, a student is required to consult with the Head of the Department offering the major. Majors are
offered in the following areas: Religion, Philosophy, Greek, English,
Speech, Music, History, Sociology, Social Science, Business Administration, Business Education, Secretarial Studies, Home Economics,
istry, Natural Science, Mathematics, and Physical Edu-
4-
For major and minor requirements as to houys cf credit see departmental statements.
Electives are planned with the purpose of properly distributing a
student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. Juniors and
Seniors should, as a rule, choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or
above. At least thirty credits in Upper Division Courses must be completed for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum
of 128 credits with an average grade of C, or one honor point for each
credit taken. A credit equals one recitation period a week throughout
one semester.
Honor points are computed at the rate of one honor point for each
credit with a grade of C, two honor points for each credit with a
grade B, and three honor points for each credit with a grade of A.
2
In order to qualify for the A.B. degree a student must demonstrate
proficiency in the writing and speaking of English.
M- Magna Cum Laude
2.5-2.79+
Cum Laude
2.1-2.49+
ji
w
be eligible for these honors, the student must hwr compked
at least two years of work at Augsburg, and his record at Augsburg,
as well as his total record must meet the requirements as given above.
AUGSBURG
COLLEGE
CURRICULUMS
THE CHRISTIAN MINISTRY
which prepares students for the Christian ministry as pastors or mis
choice of courses even in the Freshman year.
Physical Education . . . . . .
.
. .
Freshman English
New Testament Greek
Foreign Language . . . .
Humanities or Philosophy
.
History or English
,
I
.
6
or English Literature, 6 Cr.
New Testament Greek
6
or English Literature, 6 Cr.
Typewriting
..
.
..
..
8
6
6
6
Youth Work in the Church
.. z
Principles of Christian Education
z
History or English
Philosophy or Logic
.
Economics or Education or Political
Science
.
,
,
.
.
-
-.--
T - ; " p.'*Lm,m,%
w
*'
h
"*":
4.W
!m
CURMCULUMS
PARISH
AND MISSIONARY WORKERS
The purpose of this course is to train men and women for effective
service in the Church at home or abroad; that is, as teachers in vacation, week-day and Sunday schools, as youth leaders, and as parish
workers. The course is so arranged that the student will, upon its satisfactory conclusion, receive the A.B. degree and also a certificate
indicating that he is a q u a u e d parish worker.
w
1
Students interested in becoming parish workers should consult with
-
Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Religion and makes
it possible to plan for a major in Home Economics, History, English
or Sociology. It is also possible to plan for a major in Religion with a
minor in some other field. The courses essential for the securing of the
Parish Worker's Certificate are italicized in the outline below.
Freshman
4
Freshman English . . . .
Natural Science . . . .
Typewriting . . . . .
.
1
Sophomore
Basic Bible . . . . . . . .
Principles of Sociology
Social Problems . . . . .
w
w
.
.
Orientation . . . . .
Physical Activities .
Electives . . . . . .
.
.
Religion
........
Beginning Speech . . .
Types of Public Speech
..
.
3
General Psychology .
I
Health
. . . . . . . .
First Aid . . . . . . . . . . . . I
Electives . . . . . . . . . . . . . . 7
.
. .
.....
... 6
8
.. 3
. . 3
. . .
I
-3
Foreign Language . .
.
.
. 3
3
8
..... 4
. . z
I
.
-
I
3 7.
w
32
Senior
T h e Missionary Enterprise . . . . . z
Principles of Christian Education. . 2
T h e Christian Churches . . . . . . z
T h e Lutheran Church . . . . . . . . z
Social Psychology or Urban Sociol. . . . . . . . . . 3
OgY
.
. . . . . . . . . . . 3
.... I
Elementary Shorthand
Recreatiimal Activities
.
.
.
. . . 6
. . . I
to
32
Parish W o r k
. . . . . . . . .
Youth Work in the C h w c h . . .
Edrrcational Psychology . . . . . . . . .
H y m n s and Music o f the Church.
Fundamentals o f Journalism . . . .
Crafts . . . . . . . . . . 1'. . . . . . . . .
Fields of Social Work . . . . . . . .
Secretarial Practice
.........
7.
Fine Arts
Electives
2
,
.
. . . . . . . . .
z
3
z
z
2
3
3
32
w
HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a e r tificate for teaching in Minnesota at the junior and senior high school
level. The same program will meet the demands set by most of the
neighboring states. The student should apply to the Department of
Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis
of scholarship and other qualifications. Students should prepare for
competency in at least two subject-matter fields that are also taught in
the high schools. In addition to departmental majors, broad majors for
teaching may be secured in natural science, social science, and business
education.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization . . . . . . . . . . . 6
Foreign Language or Natural
Science . . . . . . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . I
Health . . . . . . . . . . . . . , . . - . . . . . . 2
Electives . . . . . . . . . . . . . . - - . . . . - .4
-
Sophomore
Religion . . ,. . . . . . . . . . . . . . . . 4
Speech . . . . . . . . . . . . . . . . . . . . . . . . 3
Foreign Language or Natural
............. 8
Science . . . . .
Psychology . . .
Fine Arts . . . . .
Electives . . . . .
32
Junior
Religion . . . . . . . . . . . . . . . . . . . . .. 4
Educational Psychology . . . . . . . 3
Teaching in High School . . . . . . . . 3
Philosophy . . . . . . . . . . . . . . . . . 6
Group Activity . . . . . . . . . . . . . . .. 2
Electives in Major or Minor . . . .14
32
Senior
.................. 4
Religion
Principles of Guidance . . . . . . . . . . 3
Issues in Contemporary Education. 3
Student Teaching . . . . . . . . . . .4or 5
Special Teaching Methods . . . . . . . . 4
.
Electives . . . . . . . . . . . . . . . . . -14
-
3 2 or 33
VOCATIONS IN HOME ECONOMICS
From the vocational point of view, the work in the Department of
Home Economics is intended to prepare students for homemaking,
to equip them for the teaching of home economics in high school,
and to give them the first two years of the training required for such
vocations as dietetics, institution management, home economics in business, home economics and journalism, and home economics extension.
Each student who plans for a vocation in this field should consult
members of the home economics staff about the details of the program
when she begins her college work. A curriculum for a home economics
education major is given below. Courses in italics are not required for
a general home economics major.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Orientation . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
English . . . . . . . . . . . . . . . . . . . . . . . 6
Principles of Physics . . . . . . . - . . . .4
Principles of Chemistry . . . . . . . - . 4
Art in Daily Living . . . . . . . . . . . . 3
Clothing Selection . . . . . . . . . . . . . . 3
Nutrition . . . . . . . . . . . . . . . . . . . . . 3
Clothing Construction . . . . . . . . . . 2
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Psychology . . . . . . . . . . . . . . . . . . . .
4
Economics ....................
3
Marriage and Family ............ 3
Sociology . . . . . . . . . . . . . . . . . . . . . 6
Anatomy . . . . . . . . . . . . . . . . . . . . . 4
Child Development . . . . . . . . . . . . . 2
Foods . . . . . . . . . . . . . . . . . . . . . . . . 6
32
Junior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Educational Psychology . . . . . . . 3
Group Activity . . . . . . . . . . . . . . . . s
Teaching in High School . . . . . . . . 3
Bacteriology . . . . . . . . . . . . . . . . . . . 4
Textiles . . . . . . . . . . . . . . . . . . . . . . 2
Color and Design . . . . . . . . . . . . . 3
Home Planning . . . . . . . . . . . . . . . 3
Family Health . . . . . . . . . . . . - . . . . 2
Electives . . . . . . . . . . . . . . . . . . . . 6
-
Senior
Religion . . . . . . . . . . . . . . . . . . . . . .
Special Methods . . . . . . . . . . . . . . .
Student Teaching . . . . . . . . . . . . . .
Principles of Guidance . . . . . . . . . .
Contemporary Issues in Education.
Home Management Problems . . . .
Home Management Laboratory . . .
Advanced Clothing Construction. .
...................
Electives
32
Electives must be in the minor field which the student selects.
4
4
4
3
3
2
2
z
8
-
BUSINESS
The program in business administration is intended for students
who are planning for work in the fields of business and industry. In
addition to giving preparation for a business vocation the following
suggested course of study leads to the Bachelor of Arts degree.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . .
European Civilization or Sociology.
Principles of Accounting . . . . . . . .
Foreign Language . . . . . . . . . . . . . .
Orientation . . . . . . . . . . . . . . . . . . .
Health . . . . . . . . . . . . . . . . . . . . . .
Physical Education . . . . . . . . . . . .
.
Sophomore
4
6
6
6
8
I
.
.
2
I
Junior
Religion . . . . . . . . . . . ,
United States History .
Business Law . . . . . . . .
Advanced Accounting
Business Finance . . . . .
Money and Banking .
Electives . . . . . . . . . . . .
Religion
Speech
Natural Science . . . . . . . , . - . . . .
Psychology . . . . . . . . . . . . . . . . . . . .
Principles of Economics . . . . . . . .
Introduction to Statistics . . . . . . . Electives . . . . . . . . . . . . . . . . .
.
.
.
4
3
..
.
...
8
4
6
3
4
Senior
Religion , . . . . . . . . . . . . . . . . . . . . 4
Marketing or Industrial
Management . , . . . . . . . . . . . . . . . 3
Labor and Management Relations. . 3
Public Finance . . . . . . . . . . . . . . . .. 3
F i e Arts . . . . . . . . . . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . -16
.
.
LAW
The following suggested two-year, pre-law program is planned especially to meet the needs of students who purpose to transfer to the Law
School at the University of Minnesota. It is possible to modify the
program for admission to other law schools.
Freshman
Religion . . . . . . . . . . . . .
. .. . 4
Freshman English . . . . . . . . . . . . . . 6
Principles of Accounting . . . . . , . 6
Humanities . . . . . . . . . . . . . . . . , . 6
European Civilization . . . . . . . . 6
Orientation . . . . . . . . . . . . . . . . . . I
General Psychology . . . . . . . . . . . . 4
Physical Activities . . . . . . . . . . . I
...
..
.
. .
. .
-
Sophomore
Religion
Christian Ethics . . - . . . . . - . . . . - .
Principles of Economics . . . . . . . .
American Government . . . . . . . . . .
Logic
Introduction to Philosophy . . . . .
History of England . . - . . . . . . . . .
Natural Science , . . . . . . . . . . . . . .
2
2
6
6
3
3
3
8
33
SOCIAL
WORK
A rapid expansion of the field of social work during the past twenty
years has created an acute lieed for trained social workers. Positions
are available in public agencies on federal, state, county, and municipal
levels; in private agencies sponsored by churches or other community
organizations; in group work, case work, or community organization.
In response to this need, Augsburg College has developed a cumculum designed to do two things: (a) equip graduates for immediate
employment in social work positions that do not ,require post-graduate
training and (b) prepare students for further study in graduate schools
of social work.
Augsburg College is an active member of the Minnesota Conference
on Social Work Education. During recent years graduates of Augsburg
have secured positions in both public and private welfare, in probation work, child welfare, group work, and case work.
The following courses are recommended for students interested in
Social Work. The courses which are italicized should be taken by all
such students.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English . . . .
European Civilization
Principles of Sociology
S o d Problems . . . . .
Foreign Language . . . .
Orientation . . . . . . . .
Physical Education . ,
Health . . . . . . . . . . . . .
Religion ...................... 4
American Government . . . . . . . . . . 6
Natural Science . . . . . . . . . . . . . . . 8
Psychology . . . . . . . . . . . . . . . . . . . . 4
Elementary Statistics ........... 3
Rural Sociology ................ 3
Urban Sociology . . . . . . . . . . . . . . . 3
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
Junior
Religion . . . . . . . . . . . . . . . . . . . . . 4
Principles of Economics . . . . . . . . . 3
Fields of Social Work . . . . . . . . . . 3
History of Philosophy . . . . . . . . 6
Sociul Psychology . . . . . . . . . . . . . . 3
Abnormal Psychology . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . 10
.
Senior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Metbods of Social
Work . . . . . . . . . . . . . ,
3
Public Welfare . . . . . . . . ........ 3
Crtntinology . . . . . . . . . . . ........ 3
Fine Arts . . . . . . . . . . . . ........ 3
Electives . . . . . . . . . . . . . . . . . . . . . . 16
-
-
........
MEDICAL TECHNOLOGY
Student may complete a course leading to the Bachelor of Arts
degree with a major in Medical Technology by completing three years
of work at Augsburg College and twelve months at General Hospital,
Minneapolis. This course prepares them for examination for certification in Medical Technology. It is recommended that students in this
curriculum choose a minor in an unrelated field. The following program is suggested.
6
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . 4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . 8
General Psychology
Speech . . . . . . . .
Foreign Language
Fine Arts . . .
. .
Electives
Freshman
Religion . . . . . . . .
Freshman English .
General Zoology . .
Social Science . . .
Orientation . . : . . .
Health . . . . . . . . . .
Physical Education
Electives . . . . . . - . .
Junior
Religion . . . . . . . . . . . . . . . . . 4
Analytical Chemistry . . . . . . . . . . . 4
Quantitative Analysis . . . . . . . . . , 5
Bacteriology . . . . . - . . . - . . .4
Electives . . . . . . . . . . . . . . . . . . . . I S
-
Senior
Lectures, laboratory and ~ractical
work at General Hospital for
twelve months.
-
DIACONATE
A program whereby a Deaconess candidate can prepare for service
in the areas of parish work, social service, high school teaching, missionary work, nursing, or secretarial work may be arranged in consultation with the Directing Sister of the Lutheran Deaconess Home,
the Dean of Women, and the Registrar.
NURSING
Most hospitals prefer that applicants to their school of nursing have
at least one year of college. In rnany instances two or more years of
college work are desirable. The following pre-nursing curricu~umis suggested for those planning to enter a four-year school of nursing. Those
who plan on a three-year nursing program should try to select courses
ih college which will not duplicate the courses they will study in the
school of nursing which they plan to attend.
Sophomore
Freshman
Religion . . . . . . . . . . . .
Freshman English
General Zoology . . .
Health
. . . . . . . .
Sociology . . . . . . . .
Elements of Nutiition
Orientation . . . . . . . .
Physical Education . . . .
Electives
..........
Religion .
. . . . . . . . . . . . .4
History or Political Science . . , . . . 6
Psychology . , , . . . . . . . . . . . . . 4
Child Care . . . . . . . . . . . . . . . . 2
General Chemistry and Qualitative
Analysis
............... 8
Physical Education . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . 7
-
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg
College. This is a part of the three-year course offered by the hospital.
Application for admission to the School of Nursing should be made to
the Lutheran Deaconess Hospital, Minneapolis, Minnesota.
First Year
Religion . . . . . . . . - - . . . . . . . . 2
Anatomy and Physiology
.....4
Bacteriology . . .
,,.
.,. . 3
Chemistry
..............3
Psychology
, ,
......... 2
Second Year
Sociology . . . . . . . . . . . . . . . .
2
ENGINEERING
A student may take two full years of pre-engineering at Augsburg
before transferring. The course outlined below applies <tothe fields of
aeronautical, electrical agricultural, civil, and mechanical engineering
and engineering mathematics at the University of Minnesota. The
chemistry and chemical engineering programs will be slightly different. Students planning to enter this program should complete higher
algebra and solid geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
FreshEnglish . . . . . . . . . . . . . . 6
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . 10
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
-
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Elementary Calculus aqd Diflerential Equations . . . . . . . . . . . . . . . 10
Modern Physics . . . . . . . , . . . . . . . . 4
Electricity and Magnetism . . . . . . 4
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Psychology or Principles of
Sociology and Social
Problems . . . . . . . . . . . . . .. 4 or 6
-
34 or 36
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the courses in civil and mechanical engineering, in which case it may be taken in evening school or
summer session.
DENTISTRY
Preparation for the study of dentistry can generally be completed
in two years. The following schedule will meet the requirements for
admission to most dental schools. Students planning to enter this curriculum should study algebra and plane geometry in high school.
Freshman
Religion . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . . 10
Orientation
. . . . . . . . . . . . . . .I
Health . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . I
-
Sophomore
Religion
...........-.... 4
European Civilization . . . . . . . . . . 6
Zoology . . . . . . . . . - . - . . . 8.
Organic Chemistry . . . . . . . . . . . - 8
General Physics . . - - . . - - . . . .8 .
-
CURRICULUMS
MEDICINE
Most medical schools require a minimum of three years of college
education. but premedical students often find it advantageous to complete their college work before entering the medical school. The following program will meet the requirements of most medical schools.
but it is advisable for the student to study the requirements of the
medical school to which he plans to apply
.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
General Chemistry and Qualitative
Analysis . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical
Analysis . . . . . . . . . . . . . . . . . . . 1 0
Orientation . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
-.
Junior
Religion
. . . . . . . . . . . . . . . . . . .4
Social Science . . . . . . . . . . . . . . .6
German . . . . . . . . . . . . . . . . . . . . . . 8
Organic Chemistry . . . . . . . . . . . . 8
General Physics . . . . . . . . . . . . . . . . 8
-
Sophomore
Religion . . . . . . . . . . .
History or Philosophy
Zoology . . . . . . . . . . .
General Psychology . .
Analytical Chemistry
Quantitative Analysis
Speech . . . . . . . . . . . .
Senior
Religion . . : . . . . . . . . . . . . . . . . . . .
Sociology .....................
German . . . . . . . . . . . . . . . . . . . . . .
Physical Chemistry ............
Genetics . . . . . . . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . . .
3
6
5
4
10
SECRETARIAL
WORK
The first year of the following program provides preparation for
certain office positions. Completion of the second year provides more
advanced training. A student who has had similar courses in high
school may be admitted to advanced classes on the basis of his proficiency in the subject. An outline of the requirements for teaching business subjects in high school appears under Secretarial Studies.
Fit Year
.4
Religion . . . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . . 6
Elementary Shorthand . . . . . . . . . 6
Elementary Typewriting . . . . . . . I
Intermediate Typewriting . . . . . . . t
Principles of Accounting ........ 6
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . z
Electives . . . . . . . . . . . . . . . . . . . . 3
32
Second Year
Religion . . . . . . . . . . . . . . .
Speech . . , . , . . . . . . . . . . - . Advanced Typewriting . . . . .
Advanced Shorthand . . . . .
Psychology . . . . . . . . . . . . . .
Secretarial Practice . . . . . . .
Of6ce Machines . . . . . . . . . .
Consumer Education . . . . . .
Electives . . . . . . . . . . . . . .
COURSES OF STUDY
COURSES OFFERED
Descriptions of the courses offered in 1956-58 are given on the
following pages. Unforeseen circumstances may necesskate making
changes. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the
current course offerings.
NUMBERING OF COURSES
Odd numbers are used for first semester courses and even numbers
for second semester courses. The Roman numerals I, I1 after the
descriptive title also indicate the semester in which the course is to
be offered.
Numbers 1 through 49 indicate lower division courses which are
primarily for freshmen and sophomores. Numbers 50 through 99 are
upper division courses intended for juniors and seniors.
Two course numbers joined by a hyphen (1-2) indicate that the
course is a continuation course and both semesters of it must be
completed before credit is given. Course numbers separated by a
comma (1,2) indicate that it is a year course, but students may receive
credit for one semester without completing the other.
CREDITS
Credits shown are in terms of semester credits. For continuation
courses, the total credits for the year are given. A two-credit course
geenrally meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting per week
are more than the credits given. A semester is approximately 18 weeks
in length. The normal load for a student is 16 credit hours per semester.
AUG~BURG
COLLEGE
DIVISIONAL ORGANIZATION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative
aims more easily achieved. A chairman is appointed for each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Religion
Philosophy
DIVISIONOF THE HUMANITIES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
DIVISIONOF THE SOCIALSCIENCES
History, Political Science, Geography
Sociology
Psychology, Education
Library Science
Business Administration and Economics
Secretarial Studies
Home Economics
DIVISIONOF THE NATURAL
SCIENCES
Biology, Chemistry, Physics
Mathematics
Health and Physical Education.
DIVISION OF RELIGION AND PHILOSOPHY
Through the study of religion and philosophy, the individual is apprised of
the central realities of life and encouraged to build on the certainties of the
Christian faith. The work proceeds on the assumption that Christianity alone
can furnish a unifying principle which gives meaning to human existence. The
student is challenged to accept this point of view--to relate himself to Christ
as the center, to evaluate all his studies and experiences in the light of revealed
truth, and to make consistent use of all his talents and training. The goal to
be desired is the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
Department of Religion
The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the history, doctrines, and ethics of the
Church, and to prepare him for effective service in the congregation. The fundamental aim in instruction is to lead as many as possible to personal faith in
Christ, and to nurture the Christian life.
All full time students are required to register for two class hours ,per week
in one of the courses offered in religion during each semester of their studies.
Registration in New Testament Greek satisfiies this requirement.
Major, 28 credits. Minor, r t credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major or
minor.
r, 2. BASICBIBLE.Fr. I, 11.
2, 2 Cr.
A brief introduction to the Bible followed by the study of the Gospel of Mark
and of one or two books in the Old Testament. The second semester is devoted
to the study of two or three books in the New Testament, including Romans,
and of brief portions from the Old Testament. Reading assignments include the
entire New Testament.
CHURCH
HISTORY.
I.
2 Cr.
A brief survey of the main events in the history of the Church for the purpose of developing a more intelligent and appreciative church membership.
3.
4.
THE CHRISTIANFAITH
IN THE
MODERNWORLD.n.
2
Cr.
A study of the Christian faith in its relationship to the secular movements and
rival .faiths of modem Western civilization. The course is designed t o give to
the student an understanding, from the standpoint of the Christian faith, of
the present conflicts and crises in Western culture.
5. THE MISSIONARY
ENTERPRISE.I.
2 Cr.
The missionary motives, means, and results are studied as these are seen in their
varied emphases in the history of missionary work in heathen lands. (Offered
1957-1958.)
7. PRINCIPLESOF CHRISTIANEDUCATION.
I
z Cr.
Seeks to develop a fundamental understanding of Christian Education, its history,
objectives, and methods, especially as applied to Sunday School and Vacation
Bible School teaching.
2 Cr.
8. GREATMEN AND WOMENOF THE CHRISTIANCHURCH.n.
The lives of outstanding Christian men and women from the days of Christ
until the present are studied. Special reports, class discussion.
5. CHRISTIANETHICS.I.
2 Cr.
The problems of human duty are studied in the light of various human philosophies of morals. Validity is determined by reference to the Word of God.
The main emphasis is on the new life in Christ, its creation, development and
preservation, and its manifestation in the various phases of life.
10. HYMNSAND MUSICOF THE CHURCH.11.
See Course 10 under the Department of Music.
2
Cr.
23. GROUP ACTMN.
See Course 53 under Education.
I
Cr.
Upper Division Courses
=
RELIGION.I, 11.
2, 2 Cr.
5 I, 5 2. COMPARATIVE
A study of the origin, growth, teachings, and social results of some ten or
twelve of the great non-Christian religions of the world.
53. THECHRISTIANCHURCHES.I.
2 Cr.
This course aims to give the student an insight into the origin, development,
doctrinal position, and .practices of the vamious branches of the Christian Church.
54. THE LUTHERANCHURCH.II.
2 Cr.
A study of the Lutheran Church, its doctrines and practices. Attention is
given to Lutheranism in America and to the basic principles of the Lutheran
Free Church.
16. YOUTHWORKIN THE CHURCH.II.
2 Cr.
A study of principles, methods, and materials in youth work for the purpose
of developing efTective Christian leadership in this sphere.
57. PROBLEMS
IN CHRISTIAN
LIYING.
U.
z Cr.
A d e r a t i a n of some of the fundamental pestions oonnected with living
the Christian life: such as, rhe assurance of salvation, the devotional life,
the use of the Bible, stewardship, choice of vocation, life
stmdards of -duct,
hi the local congregation. The Episde w the Pmppians is studied.
58. PARISH
WORK.II
z Cr.
This course seeks to familiarize the student with the work of parish organiza-
tion and visitation. It ranges in scope from soul-care to surveys. Class lectures
are supplemented by actual field work.
I. Sr.
z Cr.
59. GODAND MAN IN THE OLDTESTAMENT.
The rich and varied aspects of the Hebrew life with God discovered and made
significant for our day through the study of a number of great passages, including selections in Isaiah and the Psalms.
OF THE NEWTESTAMENT.
11. Sr.
60. THE MESSAGE
z Cr.
A discovery of the mencc of the Christian Faith through a careful study of
rrpiesencauve sacciona. including passages in the Gospel of John and the Letters
ro the EpbGan5 and the Hebrews.
Department of Philosophy
MR. LARSEN,
MR.COLACCI
The courses in philosophy seek to assis the student in becoming familiar .raith
the thoughts of the great men and intellectual movements in the history of
Western civilization, to create an mdcrstandiag of the prindples of sound
reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Courses 2 y , 26, 41, 42, 18 are required
for the major. Courses 41,42 are required for the minor.
r f , 16. THE HUMANITIES
IN WESTERN
CIVILIZATION.
I, 11.
3 , 3 cr.
A survey course dealing with the development of 'Western thought as reflected
in outstanding works in the fields of philosophy, literature, political and social
thought, religion, and the arts. The course is accepted in fulfillment of the
Lower Division requirement in the Socia! Sciences. (Wered I 9 57-5 8.)
25. INTRODUCTION
TO PHILOSOPHY.
SO. I.
3 Cr.
By means of reading selected source material, supplemented by classroom lecture
and discusion, the student is acquainted with the terminology of philosophical
discussion. Selected philosophical problems are treated, including those of
ethics, metaphysics, and theory of knowledge.
26. LOGIC.
So. II.
3 Cr.
A study of the formal rules governing valid inference. Topics consided include: immediate inference, syllogism, scientific method, and a brief introduction
to the notation of symbolic logic.
41,42. HISTORYOF PHILOSOPHY.I, n.
3. 3 Cr.
An historical survey of the outstanding men and movements in the development
of philosophical thought from the Greeks through Kant.
U,pper Division Courses
5 I, $2. COMPARATTVE RELIGION.I,
n.
2, s Cr.
See course 5 I,5 2 under Department of Religion.
j 5.
CONTEMPORARY
PHILOSOPHY.
Prereq. 42. I.
3 0.
An historical survey of the main currents of philosophical thought since Kant.
Topics dealt with include: German idealism and romanticism, existentialism,
Marxism, ,positivism, and pragmatism. (Offered I 95 6-57.)
56. KIERKEGAARD.
Prereq. 41 or 42. TI.
3 Cr.
A ,study of selected writings of the Danish existentialist with emphasis on his
ccntribution to theory of knowledge as it relates to philosophy af religion and
theology. (Offered 1956-57.)
5 8. PLATO.Prereq. 41. 11.
3 Cr.
A careful study and analysis of a number of the dialogues of Plato, including
selected portions of the Republic. (Offered I 957-5 8.)
60. FORMSAND PHILOSOPHYOF ART. 11.
3 cr.
The spirit and substance ofi art and the art experience in their various forms
through demonstrations, lectures, and readings in the philosophy of art. (Offered 1957-58.)
3 Cr.
OF RELIGION.Prereq. 3 credits in Philosophy. I.
61. PHILOSOPHY
An inquiry into the nature of religious faith and the religious experience from
the viewpoint of philosophy and psychology. ( M e r e d 1957-58.)
THOUGHT.
Jr., Sr. 11.
74. HISTORYOF POLITICAL
See course 74 under Political Science.
3 Cr.
8 I,82. SEMINAR
IN PHILOSOPHY.
Jr., Sr. I, 11.
I, I Cr.
An advanced discussion of a thinker or topic chosen by the instructor and
students. Arranged when there is sufficient demand. ( m e r e d 1956-57.)
DIVISION OF THE HUMANITIES
It is the purpose of the Division of Humanities to transmit to the students
a knowledge of and interest in the cultural heritage of mankind, and to assist
the student in h d i n g his place within this culture. The Division seeks to
stimulate the student's desire to acquaint himself with the cultural treasures
as chese are found in language, literature, and the fine arts, and to seek an expression of these upon the basis and within the framework of the Christian faith.
Department of Classical Languages
Mn. C~LACCI,Mn. STENSVMG
The courses in classical and ancient languages aim to give the students a real
insight into our classica1 heritage. Hebrew and New Testament Greek are tools
by which a student may gain a more complete understanding of the Scriptures.
A knowledge of New Testament Greek is a standard prerequisite for admission to most theological seminaries.
N e w Testament Greek
Major, 24 credits. Minor, 16 credits. A course in New Testament Greek
satisfies the religion requirement for the semester in which it is taken. Except
for Course I in the first semester, credits in New Testament Greek may be
applied toward a Religion major or minor.
I-z.-) ELEMENTSOF NEW TESTAMENT
GREEK.I, 11.
8 Cr.
A study of theoretical and practical grammar. The course also covers the manuscript transmission of the N. T. Greek text, with description of the main
Uncial Ms. and ancient versions.
Upper Division Courses
5I, 52.
MA=,
53. 54.
LUKEI-XX,
AND
ACTSI-XX. I, 11.
AND
ROMANS.I, 11.
4, 4 Cr.
These courses in the Upper Division give special emphasis to parsing, syntax,
and exegesis of the Greek text. Courses 5 I , yz will be offered in 1957-58;
courses 53, 54 in 1956-17.
fContinuation course. To receive credit for this course, a student must complete
both semesters.
Latin
I-2.t BEGINNINGLATIN.Fr. I, II.
Grammar, easy prose, composition.
8
Cr.
AND ST. AUGUSTINE.
SO. I, II.
3, 3 c r 3, 4. GSAR,
Continuation of grammar and syntax. Reading from Czsar's Gallic War and
St. Augusthe's Confessions. (Oflered 19 57-5 8.)
Hebrew
FOR BEGINNERS.
I, II.
g3-84.f HEBREW
See Course 9-10 under Theological Seminary.
S 5 , 86. HEBREW
EXEGESIS.
I, II.
See Course 17, I 8 under Theological Seminary.
Department of English
f i e Department of English aims TO train students in the proper use of
English in oral and written expression; to increase proficiency in reading and
in analyzing literary texts; to acquaint the students with the development of
the literature of England and America; and to instill a deeper understanding
of the fundamental truths and realities of life revealed in great literanue.
The department prepares specifically for the teaching of English in secondary
schools and for graduate study.
Freshman English is required of all students. The department annually may
exempt a few well qualified students from this requirement. Those exempted
from Freshman English must register for 6 credits above Freshman English.
Major: 27 credits above Freshman English, including courses 31, 32, 51, 12,
61, 62, 74, and one of the following: 59, 81, 83, or 85.
Minor: 2 0 credits above Freshman English, including courses 31, 32, 51, 52,
61, and 62.
Teaching major: 27 credits above Freshman English, including courses
listed for the non-teaching major plus 71.
Teaching minor: 20 credits above Freshman English, including courses listed
for the non-teaching minor plus 71.
A minor in speech, library science, or a foreign language is recommended for
those who plan to teach English in high school.
Students who plan to do qaduate work in English should include courses 76,
78, and 92.
.
-iCuntinuation course. To receive credit for this course, a student must complete
Loth semesters.
b
A. IMPROVEMENT
OF W R ~ GI. .
o Cr.
For students who do not meet the minimum requirements in the entrance
English tests. Emphasis placed on the (basic principles of writing and cgrrect
English usage. Offered in connection with English I.
-
--
R.
IMPROVEMENTOF READING.I, 11.
o Cr.
A develop.menta1 program for studenlts who wkh to improve speed and
comprehension in reading. Open to all students.
I-2.t FRESHMAN
ENGLISH.I, 11.
6 Cr.
A study of language, composition, and Literature. Themes and a reference
paper. Required of all students.
21.
MASTERPIECES
OF WORLDLITERATURE.
Prereq. 2. I.
2 Cr.
Reading, analysis, and discussion of some of the world's great classics. Recornmended for non-English majors. (Offered 1 9 57-5 8.)
21.
EXPOSITORY
WRITING.Prereq. 2. I.
2 Cr.
Practice in the writing of exposition and argumentation. Reading and analysis
of models.
56. CREATIVE
WRITING.Prereq. 2. 11.
z Cr.
Writing of description and narration. Study of techniques in the composition
of fiction, poetry, and drama. Individual and group projects.
31. FOUNDATIONS
OF LITERATURE.
Prereq. 2. I.
3 Cr.
Study of Greek and Roman masierpieces, tracing the influence of the classical
tradition in modern British and American literature.
MEDIEVALAND RENAISSANCE
LITERATURE.
Prereq. 3 I or consent of instructor. 11.
3 Cr.
English literature from Beowulf through Shakespeare. Some attention paid to
non-English works.
3 2.
Upper Division Courses
50. SENIORENGLISH.Prereq. 2. Offered both semesters.
I Cr.
Designed to develop correctness in writing and usage. Required of all students
who rank low in the sophomore Cooperative English Test.
AMERICAN
LITERATURE.
2, 2 Cr.
Prereq. 3 1 or consent of instructor. I, 11.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 I , 5 2.
5 5 . THEMODERNSCANDINAVIAN
NOVEL.I.
2 Cr.
See course 15 under Department of Scandinavian Language and Literature.
+Continuation course. T o receive credit for this course, a student must complete
both semesters.
56. THEMODERNSCANDINAVIAN
DRAMA.
11.
2 Cr.
See course 56 under Department of Scandinavian Language and Literature.
2 Cr.
57. THEBRITISHNOVEL. Prereq. 3 I or consent of instructor. I.
The development of the novel in England. A study of the major novelists and
their novels. (Offered 1957-58.)
POETRY.Prereq. 3 I or consent of instructor. I.
59. CONTEMPORARY
Analysis of the techniques of modern poetry. (Offered 1956-57.)
2
Cr.
61. BRITISH LITERATURE
O F THE SEVENTEEN^ A N D EIGHTEENTH~ ~ N T U R I E S .
Prereq. 32. I.
3 Cr.
The principal authors from John Donne through Samuel Johnson. Discussion
of literary movements and historical backgrounds.
62. BRITISHLITERATURE
OF THE NINETEENTH
CENTURY.Prereq. 61.II. 3 Cr.
Romantic and Victorian literature in England. Stress placed on major writers of
prose and poetry.
71. INTRODUCTION
TO MODERNENGLISH.Prereq. 2. I.
2 Cr.
The study of American English vocabulary, sounds, and grammar. Designed to
give prospective high-school English teachers an introduction to the study
of language.
2 Cr.
CRITICISM.Prereq. 3 1 or consent of instructor. II.
72. LITERARY
A study of basic texts, with emphasis on principles and issues which have
special relevance for .modern thought.
74. SHAKESPEARE.
+q.
32. II.
3 Cr.
Reading of some of the plays. Attention given to the principles of drama and
the historical background.
76. M ~ T O NPrereq.
.
61. H.
2 cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of
1957-58.)
the seventeenth
century.
(Offered
78. CHAUCERPrereq. 32. 11.
2 Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered 1956-57.)
8 I. MODERN
DRAMA.Prereq. 62. I.
2 Cr.
A survey of the chief dramatists from the time of Ibsen. Representative plays
studied as literature and as theater. (Offered I 956-57 . )
BRITISHLITERATURE.
Prereq. 62. I.
2 Cr.
83. MODERN
The important literary movements of the present century in England, concentrating on leading authors and notable productions. (Offered 1957-18.)
S 5. CONTEMPORARY
AMERICAN
LITERATURE.
Prereq. 5 I, 5 2.
Major writers since World War I.
I.
2
Gr.
2 Cr.
92. ENGLISHSEMINAR.Prereq. Sr. and English major or minor. 11.
Methods and problems of bibliography and research. Selected topics in American
and British literature. Intended for students preparing for graduate study in
English.
93. TEACHING
OF ENGLISH. I.
See course 93 under Education.
z Cr.
Journalism
I.
FUND~MENTAIJOF JOURNALISM.I.
2 Cr.
An introduction to the theory and practice of journalism, wich emphasis on
reporting and writing. Some attention given to editing and headline writing.
(Offered 1956-57.)
2.
EDITING THE SMALLPAPER.n
+ Cr.
The mechanics of newspaper production. Designed especially for prospective
advisers of high-school publications. (Offered I 957-58.)
5. ~ c h oSTAFF MEETINGS. I, n.
I, I Cr.
Students who are regular members of The Augsburg E c h staff and who may
receive credit for their work must register for the weekly staff meetings. These
meetings are also open to members of Course I . Hour arranged.
A,
5, 7. Ailgshrgim STAFF MEETINGS.I, n.
I , I Cr.
Students who are regular members of the Augsburgian staff and who may neceive credit for their work must register for the scheduled weekly staff meetings.
Department of Speech
This department aims to foster in students those speech skills which contribute to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech ,compositions, and critical listening
habits. It aims, through courses in interpretative reading and drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the student
ta teach speech in the secondary schools and to take graduate work in speech,
radio, theater, or speech pathology.
All students are required to earn 3 credits in speech for graduation. Speech
is designed especially for this requirement.
Major: 21 credits above Speech 11, including courses 12, 31, 32, 51, 61,
66, 76. Also required is Phil. 26. English is recommended as a minor.
Minor: 1 5 credits above Speech I I. For Education students course 66 and
at least one course from each of the follo&ing groups: 12, 5 I ; 3 I, 32; 61,62;
74, 76.
II
Students needing help with speech problems such as stuttering, lkping, foreign
dialect, and excessive stage fright should contxct the head of the department
for individual attention.
i I. BEGINNING
SPEECH.Fr., So. Offered both semesters.
3 Cr.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speaking.
I z. TYPES
OF PUBLICSPEECH.Prereq. I I. Fr., So. 11.
3 Cr.
An introduction to argumentation and persuasion, discussion, debate, interpretative reading, and parliamentary procedure. Participation in various speaking
activities.
I 5. STORYTELLING.
I.
I Cr.
Selection and preparation of stories for various age gmups. observation and
practice in story telling. (Offered 1956-57.)
21-2t.f
INTERCOLIGIATE
DEBATE.I, 11. Open to all students.
2 Cr.
Practice in debating the intercollegiate debate question of the year. Participation
in intercollegiate debate tournaments.
25, 26. PUBLICSPEAKINGSEMINAR.Open to all students. I, 11.
I, I Cr.
Advanced work in public speaking. Participation in collegiate oratory contests.
Arranged.
TO I ~ A M A T IARTS.
C
Open to all students. I.
3 Cr.
29. INTRODUCTION
An introdllction to the history of the theater and to the theories of drama and
dramatic production. ( O f k e d 1956-57.)
3 I. INTERPRETAM
~ A D I N G . SO. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
kinds of prose, poetry, and drama. (Offered 1957-58.)
32.
ACTING.SO. II.
3 Cr.
An introduction to the art of .acting. Practical work in pantomime and improvisation; participation in dramatic presentations.
Upper Division Courses
51. GROUPDISCUSSION.
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques. (Offered 1956-57.)
54. RADIOSPEECH.Jr., Sr. 11.
z Cr.
Exercises and projects in preparation and production of radio programs. (Offered 1956-57.)
+Continuation course. To receive credit for this course, a student must coniplete
both semesters.
2 Cr.
61. ARGUMENTATION
AND DEBATE.Prereq. 11. Jr., Sr. I.
Applications of logic in public address. Preparation and delivery of argumentative speeches and participation in debates. (Offered 1917-58.)
62. PERSUASION.
Prereq. 11. Jr., Sr. n.
2 0.
Applications of psychology in public address. Preparation and delivery of persuasive speeches. ( m e r e d 1957-58.)
Jr., Sr. 11.
2 Cr.
64. STAGECRAFT.
A study of stage design, scene construction and theatrical lighting, with emphasis on the problems of the amateur stage. Laboratory exercises. (Offered
1957-58.)
2 Cr.
66. STAGEDIRECTION.Prereq. 32. Jr., Sr. lI.
Theory and practice of stage direction with laboratory exercises in planning
productions and conducting rehearsals. ( m e r e d I 956-57.)
2 Cr.
Prereq. Psy. 3 or 5 . Jr., Sr. 11.
74. SPEECHHYGIENE.
Principles of mental hygiene in relation to personality and development of
speech habits. (Offered 1956-57.)
Y . Sr. II.
3 Cr.
76. SPEECH P A ~ O L O G Jr.,
Detection and correction of speech defects. Field trips to speech clinics; laboratory experience-in speech therapy. (Offered I 95 7-58.)
OF SPEECH. Sr. I.
95. TEACHMG
See course 95 under Education.
2
Cr.
Department of German
The general aim of the courses in German is to help the student develop an
understanding of the German idiom and an appreciation of the ethical and
esthetic values contained in German literature. In particular, the aim is to provide technical training for the student who plans to study theology and for the
candidate for higher academic degrees.
Minor,
I-2.t
20
credia.
BEGINNINGGERMAN.I, 11.
8
A study of the grammar and vocabulary of the German language
Cr.
so that the
student attains a reading knowledge.
3,4. MODERNGERMANPROSEAND POE-ray. I,
n.
3, 3 Cr.
This course continues to build up the vocabulary of the student through the
study of easy prose and poetry.
fChntinuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
5 I , 2. GERMANLITERATURE.
I, n.
3, 3 Cr.
Reading of standard authors. Brief survey of German literature. (Offered
1957-58.)
TEACHING
OF GERMANICLANGUAGES.
Sr. I.
See course 73 under Education.
73.
2
Cr.
Department of Scandinavian Language and Literature
This Department aims to impart to the student the knowledge of a foreign
language as a factor in stimulating a sympathetic interest in the people for
whom it is the main channel of expression. It also aims to give the student a
working knowledge of the Norwegian language. It furthermore seeks to develop
an interest in the history of the Scandinavian peoples, as well as to transmit to
American life the best of their cultural heritage.
m i o r , 24 credits.
I-2.f BEGINNING
NORWEGIAN.
Fr. I, 11.
8 Cr.
Reading, translation, spelling, and exercises in writing and in pronunciation.
j, 4. INTERMEDIATE
NORWEGIAN.
SO. I, II.
3. 3 Cr.
Further study of grammar. Reading of standard' authors. Brie& survey of
Norwegian literature. Composition. (Offered 1956-57.)
I I.
SCANDINAVIAN
HISTORY.I.
3 Cr.
A !brief survey of the history of the Scandinavian peoples, with history of
Norway as the core. ( M e r e d 1957-58.)
I 6.
MODERNSCANDINAVIA.
11.
3 Cr.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1957-5 8.)
Upper Division Courses
THE MODERNSCANDINAVIAN
NOVEL.Prereq. 4, or six credits in liter2 Cr.
ature. Jr., Sr. I.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlef,
and others. Knowledge of a Scandinavian language not required. (Offered
5 5.
1956-57.)
56.
THEMODERNSCANDINAVIAN
DRAMA. Prereq. 4, or six credits in literature. Jr., Sr. II.
2
Cr.
The course includes dramas by Bjernson, h e n , and Strindberg. Knowledge of
a Scandinavian language not required. (Offered 195 6-5 7.)
?Continuation course. To receive credit for this course, a student must complete
both semesters.
Department of Romance Languages
hks. KINGSLEY, MR. HELLAND
The Romance Language Department aims to aid the student in the mastery
of the fundamental rules of' pronunciation and grammar, leading to a fuller
comprehension and correct usage of the foreign language. It aims further to
acquaint the student thmugh masterpieces of literature with the culture and
m d u s uivendi of the countries whose language he is learning.
French
Minor,
20
credits.
I-2.t BEGINNINGFRENCH.I, 11.
8 Cr.
The course includes the study of French sounds and their spelling, the essentials
of grammar, oral and written work, and the reading of suitable selections fmm
French literature. ( m e r e d 19 57-5 8.)
3, 4. INTERMEDUTE
FRENCH.I, 11.
3, 3 c r .
One half of the time is devoted to the further study of grammar, composition,
and oral work. The other half is spent in reading representative types of French
literature. (Osered 1956-57.)
Upper Division Courses
5 I.
SURVEYOF FRENCHLITERATURE.
I.
3 Cr.
A study of the authors and Iiterary movements of the seventeenth, eighteenth,
and nineteenth centuries. (Offered only as an honors course for selected
students.)
FRENCH PHONETICS,CONVERSATION,
AND COMPOSITION.
11.
3 Cr.
A thorough study of French sounds, phonetic symbols, drill on pronunciation,
phonetic readings, various types of oral work, memorization, dictation and
composition. (Offered only as an honors course for selected students.)
5 2.
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
See course 77 under Education.
2
Cr.
Spanish
Minor,
20
credits.
I-2.t
BEGINNINGSPANISH. I, 11.
8 Cr.
Stresses pronunciation, the essentials of grammar, elementary conversation,
and background reading in Spanish on the Latin American countries.
?Continuation course. To receive credit for this course, a student must complete
both semesters.
3, 4. INTERMEDIATE SPANISH.I, n.
3. 3 Cr.
Includes further study of grammar, oral and written work, and the reading of
short stories, novels, and plays in the Spanish language.
Upper Division Courses
5 I. SURVEY
OF SPANISHLITERATURE.
I.
3 Cr.
A study of Spanish literature from the Poema del Cid to modern times. Lectures in Spanish, reading of representative works and reports. (Offered 1957-58.)
$2.
SPANISHCâ¬YNVERSATION
AND COMPOS~ION.
n.
3 Cr.
A course aiming to facilitate free expression in Spanish t h m g h conversation
and composition, including original themes. Laboratory, including audio-visual
aids, integrated with classroom work and instruction. (Offered I 957-58.)
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
See course 77 under Education.
t
Cr.
Department of Music
The Department of Music offers training to students who wish t o become
teachers of music, soloists, and directors of choral and instrumental ensembles,
as well as preparation for those who expect to pursue specialid study in the
field of music. General instruction is afforded students who are interested in
the appreciation and understanding of the music of the masters. Emphasis is
laid upon the rich musical heritage of the Christian Church.
Graduation Major, 36 credits, including wurses I , 2, 7, 8, 15-16,55-56,
57, 58, 61-62or 63-64;4 credits from 10, 77, 78; and 8 credits in applied
music, z of which must be in piano or organ.
Teaching Major, 32 credits in addition to 88, 89; including wurses I, 2, 7,
8, 15-16,55-56, 57, 58, 61-62' or 63-64"; a credits from 77, 78; and 6
credits in applied music,
2
of which must be in piano or organ.
Two public recitals, at least one of which must be in the junior or senior
year, is required of all music majors.
*A student with a major fsor teaching should be prepared for ibth vocal
and instrumental work. Unless he takes both technique wurses, his work in
applied musi,c, excepting the required credits in piano, must be instrumental
~liusicif he registers for Choral Technique, and in vocal music if he registers
for Instrumental Technique.
Graduation Minor, 26 credits, including courses I, 2, 7, 8. 1f-16, 78; 4
credits from 10, $5-56, $7, $8, 77 and 2 elective credits; and 6 credits in applied
music, 2 of which must be in private lasuns in either vocal or instrumenml
music.
Teaching Minor, zz credits k addition to 88, 89; including course
5 5 . 57, 58, 61-62 or 63-64; and 4 credits in applied music.
I,
2,
I 5-16,
Two credits are g-ken for membership for one year in the Choir, the Choral
Club, or the Band. One credit is given for membership for one year in the
Male Chorus. Credit in Choir is mt granted for less than two complete semesters
within an academic year.
One credit per semester is granted to studeqts taking a minimum of sixteen
thirty-minute lessons per semester in either voice, +no, organ, brass, or w d winds. Occasional lessons are available without credit.
For statement of fees see under Financial Information.
1, 2.
TEIEOIY,
I, IL
A basic
c o w
2, 2 G.
in the fundamentals of music, including the pIjncip!es of
not&am, major and &nor scales, intervals, triads rhythms: aural skills: sight
reading, dictation, and pate sin-eg. Should be =ken toncurrently with 11-16
mhencver +ble.
2, 2 Cr.
HETORYAND L ~ ~ ~ T OF
W MUSIC.
K E I, 11.
-4n IGstoricaI appmch ta &e appreciation of the world's greatest music.
Sppplunenred by musicaI scores and record illustrations. For students with or
7, 8.
without a musical background. Students should complete 7 before registering
&or 8, or have consent of instructor.
10. HYMNS
AND MUSICOF THE CHURCH.TI.
2 Cr.
A survey course dealing with the development of the music of the Christian
Church, with special attention ro Protestant hymnody. Designed for the
ginera1 student, the course also will prove helpful to organists, choir directors,
and pre-seminarians. The course is accepted as fulfilling the requirements of
a course in religion.
4 Cr.
IF-16.t HARMONY.I, H.
Application of the study of scales, intervals, and chord formation in written
exercises. Written work includes harmonization of figured bass and given
melodies as well as opportumty for simple creative writing.
Upper Division Courses
2, 2 Cr.
HARMONY.
Prereq. z, I 6. I, 11.
5. 56. ADVANCED
Continuation of the work begun in Course I 5-1 6, with advanced work in harnlonization of figured bass and given melodies. Thorough study of modulation,
advanced chord formations, #theuse of suspensions, retardations, and ornaments
of music.
$Continuation course. To receive credit for this course, a student must complete
both semesters.
5 7 , 5 8 . CONDUCTING. Prereq.
2,
or
2
Cr. in piano, organ, or equivalent.
Jr. I, Il.
2, n Cr.
A course designed for students planning to enter the field of public school
music, as directors of vocal or instrumental music or both, and for those who
wish training in church choir administration and direction. Students in music
education are advised to take the course m .their junior year.
61-64.? INSTRUMENTAL
TECHNIQUE.Prereq. 2. I, II. Sr.
4 Cr.
Class instruction in string, reed, brass, and percussion instrumens, pffprdng the
prospective public school music teacher and director for work
orchestra.
b d and
CHOR~CL
TECHNIQUE.Prereq. 2. I, II. Sr.
4 Cr.
Class instruction in the fundamentals of voice ai related to singing, preparing
the prospective public school music teacher and director for work in vocal music.
63-64.?
77. C O U ~ ~ R P O IPrcreq.
NT.
3. I. Sr.
n Cr.
Strict c o u n ~ i n i
rn one. two, three and four-part writing in all the species.
7 8 . M u s r ~ ~At N A L Y Prereq.
~.
2 , 5 1 , and 77 or consent of instructor.
II. Sr.
2 Cr.
A detailed study of the structure and form of music, together with the study
of the harmonies constituting any musical wmpositioa.
3 .
fi8.
TEACHINGOF GRADESCHOOLMUSIC.Jr. TI.
z Cr.
See course 8 4 under Education.
89.
TEACHING
OF
HIGHSCHOOLMUSIC. Sr. I.
2
cr.
See course 89 under Education.
CHOIR,CHORALCLUB OR BAND. I, 11.
r Cr.
MALECHORUS.I, 11.
I Cr.
These organizations exist not m l p for the benefit of the music student but
for anyone enrolled ts a studem wbo wishes to participate in groups affording
the opportunity for rnmiitaI e x p d a Credit in Choir is not granted for less
than two complete semesters within an academic year.
PIANO, I, IT.
I, I
Cr.
All grades of instruction are given, from elementary to the most advanced.
The methods are modem, embodying the system of arm weight and arm
rotation. One thirty-minute lesson per week.
ORGAN.I, TI.
I, I Cr*
1;lstruction in organ technique and repertoire. Basic piano technique is required
as a foundation. One thirty-minute lesson per week.
:Continuation course. To receive credit for this course, a student must complete
both semesters.
VOICE.I, II.
I, I Cr.
Voice instruction includes correct habits of pronunciation and articulation,
brea.th control, flexibility, ear training in some cases, and interpretation of song
classics, both sacred and secular. One thirty-minute lesson per week.
% or
B u s s INSTRUMENTS.
I, II.
WOOD-WIND
INSTRUMENTS.
I, II.
% or
Private or class instruction in these instruments is offered as follows:
I
Cr.
I
Cr.
a) Private instructim--onk thirty-minute lesson per week (or its equivalent)
per semester. I credit.
b) Class instruction--one thirty-minute lesson per week (or its equivalent)
per semester, in groups of not less than three pupils. % credit.
Art
I . 2.
MODELING
AND SCULPTURE.
I, 11.
2, 2 Cr.
Design in three-dimensional form. Modeling of portraits, human figures and
animal h r m s . Plaster casting. (Offered 1956-57.)
3.
ART IN DAILYLMNG. I.
3 Cr.
See course 3 under Department of Home Econo~nics.
7, 8. PAINTING.I, 11.
2, 2
Cr.
Still life and landscape painting. Theory of composition and color. Problems
in line, form, space, color mixing, and practical problems. ( m e r e d 1957-58.)
Upper Division Courses
AND APPRECIATION
OF ART. 11.
64. HISTORY
See course 64 under Department of Home Economics.
2
Cr.
DIVISION OF THE SOCIAL SCIENCES
It is the general purpose of the work in this division to improve the student's
understanding of human relationships and his appreciation of their importance
2nd value, especially in their Christian interpretation. The work proceeding
under the guidance of the faculty in this division is therefore intended to
develop a higher grade of citizenship and to improve the individual's adaptation to his vocation.
Department of History and Political Science
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations of
the phenomena in the fields of History and Political Science. It affords preparation for graduate study and for teaching in secondary schools.
History
Major, 30 credits; minor, 2 1 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22. For
non-majors, prerequisites may be waived on consent of ,the instructor.
I-2-f
SURVEYOF EUROPEAN
CIVILIZATION.
Fr. I, II.
6 Cr.
This course is a rapid survey of European history from ancient times and up to
the present. Des&ied to lay the foundation for future work in History.
1 I.
SCANDINAVIAN
HISTORY.
I.
3 Cr.
See Course 1 1 under Department of Scandinavian Language and Literature.
t r , z z . UNITEDSTATES
HISTORY.SO., I, n.
3, 3 c r .
A survey of the life of the American people, and the development of their
ideas and institutions. First semester to 1865, second semester to present.
Upper Division Courses
3 Cr.
AND n i ~
REFORMATION.
Prereq. 1-2. Jr. I.
5 I . THERENAISSANCE
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modern civilization and culture.
(Offered 1957-58.)
3 Cr.
TO I 800. Prereq. 1-2. Jr., Sr. 11.
jz. ENGLAND
Emphasis placed upon the constitutional development of England and the
factors whi,ch shaped the background of U. S. History. (Offered 1956-57.)
f Continuation course. To receive credit for this course, a student must complete
both semesters.
HISTORY.
Prereq. 1-2. Jr., Sr. I.
5 3. LATIN-AMERICAN
A study of Latin America and its development. (Offered 1956-57.)
3 Cr.
3 Cr.
54. MODERNRUSSIA.Prereq. I -2.Jr., Sr. 11.
Particular emphasis on the period since Peter the Great. (Wered 1956-57.)
3 Cr.
UNI~D
STATES.Prereq. 21,zz. Jr., Sr. I.
55. CONTEMPORARY
The United States from about 1900 to the present. (Offered 1957-588.)
DIPLOMACY.Prereq. 6 cr. in Hist. or Pol. Sci. Jr., Sr. II. 3 Cr.
56. AMERICAN
A consideration of foreign relations of the United States from the Revolutionary
War to the present. (Offered 1957-58.)
61. ANCIENTHISTORY.Prereq. 1-2.Jr., Sr. I.
3 Cr.
A cultural and political history of ancient civilizations and their contributions
to modem cultures. ( m e r e d 1956-57.)
62. CANADIAN
HIS-.
Jr., Sr. 11.
3 Cr.
The development of Canada from early explorations to the present, with emphasis on Canadian-United States relations. (Offered 1957-58.)
64. MEDIEVALHISTORY.Prereq. 1-2.Jr., Sr. II.
3 Cr.
The medieval period of Europe and the Mediterranean area. (Offered 195 6-57.)
AND EARLYNINETEEN= CENTURY
EUROPE.Prereq.
71. FRENCHREVOLUTION
3 Cr.
IZ credits in H,kt. Jr., Sr. I.
Political, economic, social, and cultural development in Europe from 1789 to
I 850. The French Revolution, Napoleon, the Restoration, the Revolution of
1848. (Offered 1957-58.)
72. LATE NINETEENTHCENTURYEUROPE.Prereq. 1 2 credits in H i t . Jr.,
3 Cr.
Sr. 11.
Political, economic, social, and cultural development in Europe from 1848
to 1914. The national unification of Germany and Italy, the rise d imperialism,
and the background of World War I. (Offered 1957-58.)
Jr., 9. II.
74. HISTORYOF POLITICALTHOUGHT.
See course 58 under Political Science.
3 Cr.
8 I, 82. THET W E N ~ T
CENTURY.
H
Prereq. I z cr. in Hit. Sr. I, TI. 3, 3 Cr.
A survey of recent developments in the world, extending from the outbreak
of World War I to the present. (Offered 1956-57.)
z Cr.
SEMINAR.Sr. I. Prereq. consent of instructor.
99. HISTORY
A survey of historical literature and source materials. A research project is
required. Recommended for history majors and students who plan to do graduate work in history.
Political Science
Minor, 1 5 credits.
A I -42.t AMERICANGOVERNMENT.
I, 11.
6 Cr.
A study of the Constitution; civil rights; federal, state, and local governments;
citizenship; and popular control of government. Contemporary issues are
stressed.
Upper Division Courses
3
53. POLITICAL PARTIESOF THE UNITEDSTATES.Jr., Sr. I.
American parties, their organization, methods, functions, pressure groups. (Offered 1956-57.)
&=r.
56. AMERICANDIPLOMACY.11.
See course 56 under History.
3
Cr.
60.
PUBLICFINANCE.Prereq. 41-42or Econ. 1 5 for Political Science minors.
3 Cr.
Jr., Sr. 11.
See course 60 under Business Administration and Economics.
74. HISTORY
OF P O L ~ C ATHOUGHT.
L
Jr., Sr. 11.
3 Cr.
.4 study of ,political philosophy and its in,fluence and historical significane
from ancient Greeks to the present. (Offered 1957-58.)
85. TEACHING
OF THE SOCIALSTUDIES.Sr. I.
See course 85 under Education.
2
Cr.
Geography
14. HUMAN GEOGRAPHY.
Fr., So. 11.
3
A study of geographical factors affecting mankind. ( m e r e d 195 6-57.)
cr.
Combined Major in Social Sciences for Teaching
Requirement: 21 credits in History (including History 21 and 22) and
Geography; 6 credits each in Sociology and Economics; and Political Science
41-42.
Minor in Social Science
Requirement: 6 credits each in History and Sociology; Political Science 41-41;
and 3 credits in Economics.
+Continuation Course. To receive credit for this course, a student must complete
both semesters.
Department of Sociology
The objectives of this Department are to help students attain a better understanding of society and its social problems, as well as to prepare students for
social service, for graduate training in social work, and for graduate study in
Sociology. Beyond understanding of society and its problems and beyond
academic competence, the Department aims to explore the relevance of'christianity to efiective social service.
Major, 24 credits including Sociology I . Required in addition aye History
[-2, or 21, 22.
Minor, 15 credits including Sociology I . Required in addition are History
1-2, or 21, 22.
Introduction to Statistics is recommended for majors and minors in Sociology.
For other recommended courses see under Social Work curriculum.
I.
PRINCIPLES
OF SOCIOLQGY.
Fr., SO. I.
3 Cr.
An introduction to the field of Sociology, examining its methods, techniques,
and general concepts as they apply to an analysis of American society.
2.
S o c m PROBLEMS.
Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary problems. Problems of
personal, family and community disorganization are selected for special study.
TO STATISTICS.Fr., SO. TI.
4. INTRODUCTION
See course 4 under Business Administration and Economics.
3 Cr.
TN. SOCIOLOGY.
I.
A course in general sociology for nurses.
z Cr.
16. MODERNSCANDINAVIA.
11.
3 Cr.
See course 16 under Department of Scandinavian Languages and Literature.
21.
RURALSOCIOLOGY.
SO. I.
3 Cr.
Structure, function and change of rural society with s p i a l attention to the
problems of the contemporary rural America.
22.
URBANSOCIOLOGY. SO.n.
3 Cr.
Study of the city a s to historical background, causes of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
A N D FAMILYRELATIONSHIPS.
11.
42. MARRIAGE
See course 42 under Department of Home Economics.
3
Cr.
Upper Division Courses
5 I. CRIMINOLOGY.
Prereq. I . Jr., Sr. I.
3 Cr.
A study of the nature of delinquency and crime in our contemporary world. An
examination of causal factors, methods of apprehension, treatment, and prevention of delinquency and crime.
52.
RACE RELATIONS AND
MINORITY PROBLEMS.Prereq.
Soc.
Sr. II.
Jr.,
I
3 Cr.
The dynamics of prejudice, racism, and discrimination, together with an examination of social action programs. (Offered 1956-57.)
) 6. LABOR
AND MANAGEMENT
RELATIONS.
1.1.
3 Cr.
See course 56 under Department of Business Administration and Economics.
3 Cr.
57. FIELDSOF SOCIALWORK.Prereq. Soc. I . Jr., Sr. I.
An introductory course to acquaint the student with the scope, nature, and
filnctions of social work. A survey of private and public social agencies in
the field of family welfare, child welfare, medical social work, group work,
and other community agencies.
60. PUBLICWELFARE.Prereq. Soc. I.Jr., Sr. TI.
3 Cr.
An introduction to the historical development, basic concepts, legislative policies,
organizational structure, and institutional functions of social welfare, including
a survey of contempor& public welfare and social security. (Offered 1956-57.)
61. SOCIAL
PSYCHOLOGY.
Prereq. Psy. 3 or 5, and & and Soc. I. Jr., Sr. I. 3 Cr.
Society and the individual, the socialization process, the development of personality, the impact of group norms. Selected forms of collective behavior
such as crowd, rumor, and audiences.
62. ABNORMAL
PSYCHOLOGY.
See course 62 under Psychology.
3 Cr.
64. INTRODUCTION
TO METHODS
OF SOCIAL WORK. Prereq. consent of in3 Cr.
structor. 11.
Principles and procedures of case work and group work designed especially for
students who anticipate entering the field of social, work. (Offered 1957-58.)
OF SOCIAL
STUDIES.Sr. I.
85. TEACHING
See course 8 5 under Education.
2
Cr.
Department of Psychology and Education
Psychology
Courses in orientation are offered to freshmen as a part of the total program
to assist in the adjustments that the in-coming student needs to make. The
work in psychology is designed to aid the student in more ,adequately understanding, p r e d i c ~ g ,and modifying h,k own behavior as well as chat of his
fellow men.
r. (hmS'r~no~.
Required. Fr. OSered both seineseers.
r Cr
Designed m mist freshmar in making the proper adjusrrnenr to their work as
colIege studenrs. It inclade anits on orienraejon m the wllege, methds of
study, improvement of reading speed and comprehension, and vocariond and
educurbnd guidance,
P S Y ~ O L OAND
CY ORTEWA~N
Er.. L
3 Cr.
combines the aims and mutse content of Psychology r and Psychology 1. E m p h i s i s p!aced on heIping the studenr llrw his knowtedgc of
psychoIogical principle in solving pewnd problem t h a t arise as a part of
the adjvstmenr to college. Regismation rermcrd.
3.
mi course
I. 6. GFXERALPSYCHQL~GY.
1, IL
I, 2 Cr.
A study of rhe basic procews underlying hum= behavior. l%e genesal pdnciplts, methods and problems of psychology are dicassed. T h e second semester
emphasizes mental h d t h and the appEicarion of the principles of psych~logyto
other problem of everyday life.
7N. GENERALPSYCHOLOGY.
I.
An introductory course intended for nurses.
t
Cr.
Upper Division Courses
61.
See
Socm PSYCHOLOGY.
I.
course 61 under Department of Sociology.
62. ABNORMAL
PSYCHOLOGY.
Prereq. Psy. j or 5, and 6. Jr., Sr. 11.
3 Cr.
The sociological, psychological, and biological factors involved in neurotic and
psychotic behavior. Modem methods of diagnosis, treatment, and prevention.
Community organization for mental hygiene. (Offered 19 57-58.)
Education
The ducarbn curticulam has been designed primarily for those preparing
to do high school reaching, dthongh any strrdent who is preparing to work
with yuuh is errcomged to smdy in this m a . The work in rhk dtpamncnt
will qualify the reaching graduate far a Minnesota Teacher's cerrificate on the
junior and senior high s b l level, as well
for further study in the 5eld of
educadon.
Admission to the teacher educaeian currkaInm reqnires nn application to be
appmved by the Committee on Teacher Education. Application m a t be made
during tht seEond semester D+ the wphorwre year if r h e sntdent is to complete
the program in the regular time of two years. Approval is g r a n d on the
basis of a satisfacmry health reporr, favorable personality characteristics, and
a min;mum in schoIasEic achievement of 1.5 honer p i n r ratio in the rnaiar, a
1.0 n t i o m the minor, and a 1.0 ratio for the over-all average. T h e applicant
s b d d be preparing for competency in a t least two subject-matter fieIds h a t are
aim po&r on the high xhml level.
All students admitted ro rhe teachcr educario~ crrnicnlmn must secure
be caken in connection with Ed. 5 1
two credits of Group Activity usually to
and gz. J i addition ra the regular lower division requirements, students in
reacher education are required ro hzvc four semester b u r s in general psychology, these credits to be completed before taking Ed. 51.
N o student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education. All questions regarding the teacher education curriculum
should be referred to the Committee on Teacher Education.
EDUCATIONAL
PSYCHOLOGY.
Prereq. Psy. 3 or 1, and 6. Jr. I.
3 Cr.
of human development, learning, and adjustment in order to better
ilnderstand human behavior, especialIy tke behavior of adoIescents in a school
context.
I
!
istudy
ING
SECONDARY SCKWZS.Prereq. yr. Jr. II.
3 Cr.
54. T F . A ~
This course has three pm:a study of rhe p u t p e s and programs of secondary
xhoolq develophg p e d competency in plmning instructional activities;
2nd
developing the ability to evaluate the a r c a m c of instruction.
~ 3 .74.
GROW Amrvm.
I, I
Ct
sepvaee mme, but offeered in connection with Edncarion
1 1 , $ 2 ; Religion 6, $7, 58; Phpsicd Educarion 6, rr, 13, 14,51, 56. The a a w
of t h e experience will vary with h e course with which it i asmciattd, and
may incIudc such activities *s teaching, wperv;sing recreation, and advising
clubs. The t ~ p e r a r i wof the a~enciesinvol-red is necessary. with rtprts from
the supervisor and the srudcnt ro the reacher of the course wi& which the
work is mnnecred. A smdenr may nor receive more than z credits in Group
Activity.
Th;s is
not given v
is a
Prereq. 5 I . Sr. II.
3 Cr.
r6. PRINCIPLESOF GUIDANCE.
A study of the guidance function of the classroom teacher, tools and techniques used in studying students, and methods appropriate &or student guidance,
including counseling.
78. Tssv~sIK CONTEMPORARY
EDUCA'FICM.
Sr. XX.
3 0,
The purpose of thc c o w is to develop ski11 in perceiving and defining current
problems in education, to pin an u n d t r ~ r a n d i n af
~ possible solutions, and to
develop some ability to epaluare the various wlutions proposed. The relation
of h e problems ra the dtvelopmenr of American ducntian sad to a philosophy
of education is stressed.
73.
TEACHING
OF GERMANIC
LANGUAGES.
Sr. I.
OF ROMANCE
LANGUAGES.
Sr. I.
77. TEACHING
z Cr.
2
Cr.
79.
TEACHING
OF NATURAL
SCIENCES.Sr. I.
s Cr.
81.
TEACHING
OF BUSIN-ESS.
Sr. I.
z
83.
TEACHING
OF MA~HEMATICS.
Sr. I.
z Cr.
cr.
81.
TEACHING
OF SOCIALSTUDIES.Sr. I.
87.
TEACHINGOF HEALTHEDUCATION
AND PHYSICAL
EDUCATION.
Sr. I. z Cr.
88. TEACHING
OF GRADESCHOOLMUSIC.Jr. 11.
r Cr.
r Cr.
89.
TEACHINGOF HIGH, SCHOOLMUSIC.Sr. I.
2
Cr.
91.
TEACHING
OF HOMEECONOMICS.
Sr. I.
z
Cr.
92.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr. I1
z Cr.
93.
TEACHING
OF ENGLISH.Sr. I.
z Cr.
95.
TEACHING
OF SPEECH. Sr. I.
2
Cr.
Courses 73 through 9y include the study of the materials, organization, and
teaching procedures of the field for which they are given; applications of the
principles of teaching are made in the specific field. Usually, each student is
required to take two of these courses to prepare for student teaching; this
means one course related to the major and one to the minor. Prerequisites are a
major or a minor in the field and Education yz. In special situations, a student
may be permitted to register for more than the amount of credit listed.
Prereq. 52. Sr. I.
4 to 5 Cr.
97. STUDENTTEACHING.
Observation,' participation in teaching activities, and experience in actual control of the classroom situation. Direction of the program is shared by the
college supervisor and selected critic teachers.
Library Science
T h c .follosning courses prepare the strrdcnt to rneer the stare requhments
for a minor in library scicnce. Tbey main him in making a wjse choice of
h k s for tfie xhml Library, in preparing b k s and other librav materials for
cimlatios in a d d i s t c r i n g a schooI libtary, and in making intelligent and
d e t t i v e me of library tools for his o m needs as a teacher.
Minor,
I6
credits.
BASICF ~ C T T O OF
N STHE S ~ W LIBRARY.
L
Jr. 1. ?
I.
3 cr.
5 5-s6f
X g n e d to acquainr the smdenr prith the place of the librvg in tbe school
and comrnmiry; local public, county, scare, and national services; standards;
rclanions with school admieisnatim, facultg, students, and m m u n i r p ; rhe
h d g e t : planning, housing. and equipment; library recordr; organization of
materids; sdKxrl libnry adrnbistntion. Two credits first semester; one credit,
seeoad.
fcontinuation course. To receive credit for this course, a student must complete
both semesters.
57-5 8 . t ELEMENTARY
MATERIALS.
Jr., Sr. I, 11.
4 Cr.
Library materials for the, elementary school library; book selection, principles
and standard lists; correlating the library holdings with the grade curriculum;
reviewing of individual titles. Sources. (Offered 1956-57.)
59-6of SECONDARY
MATERIALS.
Jr., Sr. I. II.
6 Cr.
Introduction to book selection; boak selection in subject fields, including reference books and related fiction; periodicals and other non-book materials, their
use and preparation for circulation, standard lists for book selectian; reviewing
of individual titles. Sources. (Offered I 9 5 7- 5 8.)
61. PRACTICAL
.METHODS.Sr. I.
I Cr.
Giving the student practice experience in school libraries; teaching the use
of the library; weeding and withdrawal procedures. (Offer4 1957-58.)
62, READINGGUIDANCE.Sr. n.
2 Cr.
Remedial readin,g in the school as it relates to the school library, reading ladders;
student's personal library; professional literature in the field; lists, testing,
and records; guiding individual students in their recreational reading. (Offered
1957-58.)
Department of Business Administration and Ecanomics,
and Secretarial Studies
The objective of this department is to help smdents gaia n b d hawledge
and sound perspefcive of bnkpss and our economic society. Such knowledge
and p e n w i v e are necessary far SUCF~PS in specific positions ia our complex
business world ind .should provide rhe bwkgmmd to fncilitate advancement.
with experience, ro positions of responsibility. A dgree wirh a business major
2- a common requirement of business firms m d guvefnmenr agencies. The
depamnent gives a general bnckground in emwrnics; together with secretarial
studies, it provides a tcaching major or minor; and it prepares far gradurn
work in business and economics.
Business Administration and Economics
Major, 36 credits, including courses I ,
History 21 and 22.
Minor, 21 credits, including courses I ,
Division courses.
2,
2,
4,
4,
I 5,
I 5,
16, 5 3. Also required are
16, and six credits in Upper
-;Continuation course. To receive credit for this course, a student must complete
both semesters.
I,2. PRINCIPLESOF ACCOUNTING.
Fr. I, II.
3, 3 c r .
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporate forms of business; preparation
and analysis of financial statements; procedure in recording business transactions;
and an introduction to manufacturing and cost accounting.
4. INTRODUCTION
TO STATISTICS.
Fr., So. TI.
3 Cr.
The collection, analysis, interpretation and presentation of numerical data
for the purpose of determining measures od central tendency, deviations from
average, and correlation.
I 5, I 6. PRINCIPLES OF ECONOMICS.
SO. I, 11.
3, 3 c r .
The foundations of economic analysis; production, employment and prices; and
public policy. The objective is to promote interest in economic problems and
the ability to use economic analysis in reaching judgments about economic
policy problems.
Upper Division Courses
3 Cr.
5 I . MONEYAND BANKING.Prereq. z, 4, I 5, 16. Jr., Sr. I.
The iduence of money and banking on economic activity and of monetary
and fiscal policies which might be adopted to yield a stable general price level
with high levels of output and employment. (Offered 1957-58.)
5 3. BUSINESSLAW.Jr., Sr. I.
3 Cr.
Legal rules relating to contracts, agency, negotiable instruments, property and
business organizations.
3 G*
5 5. MARKETING.Prereq. z, 4, I 5, I 6. Jr., Sr. I.
Marketinz from a businessman's standpoint, with emphasis on ways in which
management decisions are made concerning product planning, merchandise
selection, channels of distribution, promotional activities, pricing and selling.
3 Cr.
RELATIONS.
Prereq I 5 ,16.Jr., Sr. 11.
56. LABORAND MANAGEMENT
A study of management, of labor, of ,their relations, and of their control by
government. T h e objective is to picture the different positions of these groups
in our economy and to investigate possibilities of achieving harmony and effectiveness of the whole through education and government control.
.MANAGEMENT.
Prereq. I 5, 16. Jr., Sr. I.
3 Cr.
57. INDUS~RUL
The more important production procedures commonly employed in progressive
manufacturing plants, and their relationship to the attainment of management
objectives. (Wered 1956-57.)
3 Cr.
ACCOUNTING.
Prereq. 2, 4, I 5, I 6. Jr. I.
59. ADVANCEI~
The purpose of this course is to provide analytical accounting techniques which
will enable the student to interpret financial data, and to acquaint the student
with cost accounting p ~ , C i p l e sand procedures. Preparation and analysis of
financial statements, comparative statements, and statements showing the disposition of working capital; and proceedings in job-rder and standard costing
are stressed.
60. PUBLICFINANCE.Prereq. 15. Jr., Sr. II.
3 Cr.
Governmental taxation, spending and borrowing, and the impact of governmental finance on economic activity.
62. BUSINESS
FINANCE.Prereq. 59. Jr., Sr. 11.
3 Cr.
The various objectives in financing of private businesses, with major emphasis
on administrative tools of finance and means of financing short-term, intermediate-term, and long-term asset requirements.
Prereq. consent of instructor.
3, 3 Cr.
71, 72. SENIORTOPICS.
An honors course for selected seniors in business involving independent reading
and research in a specific area of ,business or economics leading to the writing
of an acceptable paper. A student may receive credit for one semester only.
Secretarial Studies
These courses are planned to prepare students for stenographic and secretarial
positions in business oflices, to assist in the preparation &or the teaching of
buiness education in high schools, for parish secretarial work, and to provide an
opportunity for the development of business skills for personal use.
A non-teaching major may be obtained by completing a minimum of 30
hours above course I , including 2, 3-4, 8, 5 I , 52, 53-54> Business Administration I , z, 53, and one other Upper Division Course or Home Economics 73. A
teaching major requires courses listed for non-teaching major plus Business
Administration 15, 16, a total of 36 hours above Sec. Studies I. A minor may
be obtained by completing a total of 2 5 hours above Sec. Studies I , including z,
3-4, 8, 51, 52, 53-54, and Business Administration I , .r, or IF, 16.
I.
ELEMENTARY
TYPEWRITING.
Offered both semesters.
I Cr.
A course for the development of the fundamental skills of typewriting. Three
hours per week.
1. INTERMEDIATE
TYPEWRITING.
$1
2 Cr.
Problems in typing tabulations, manuscript typing, use of carbons, addressing
envelopes, and in letter arrangements. Four hours per week.
I, 11.
6 Cr.
3-4.t ELEMENTARY
SHORTHAND.
Fundamentals of Simplified Gregg Shorthand. Dictation and transcription. Four
hours per week.
8. OFFICE MACHINES.Prereq. 2. Offered both semesters.
2 Cr.
The operation of the calculator, adding machine, mimeograph, rnimeoscope,
spirit duplicator, and the transcription machine. Two hours per week.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
Upper Division Courses
51. ADVANCED
TYPEWRITING.
I. Prereq. 2 or equivalent.
2 Cr.
Further development of typewriting technique in business letter qrrangement,
billing, tabulating, and the typing of l,egal documents. Open to students having
attained a speed of 5 0 words per minute. Four hours ,per week.
52. SECRETARIAL
PRACTICE.Prereq. 2, 3-4,11.
3 Cr.
Dictation, business letterwriting, filing, telephoning, use of business and legal
forms, personality development, writing application letters, and making application for a job. Mimeographing also taught for ,those who include this as a
part of the parish worker's course. Four hours per week.
4 Cr.
SHORTHAND.
I, II. Prereq. 4 or equivalent.
53-54.? ADVANCED
Advanced study of Gregg shorthand. Rapid dictation. Open to students who
can take dictation at a minimum of 80 words per minute. Four hours per week.
8 I. TEACHINGOF BUSINESS.Sr. I.
See course 8 I under Education.
2
Cr.
Department of Home Economics
The objectives of the department are threefold: first, to provide courses that
will help students to solve personal, home, and family living problems; second,
to offer training for homemaking; and third, to offer training for the teaching
of home economics. Courses are open to all students and recommended for general education.
Non-teaching major, 33 credits; courses are I, 2, 3, 8, 39, 40, 42, 44, 57,
66, 67?71,73. Also required are Chemistry 4 or 5-6,Physics 3, Economics 15,
Sociology I,Biology' 4 or 13-14,and 54, Psychology 3 or 5, and 6, and 3
additional credits in Social Science.
.
-
Graduation minor, 22 credits including courses I,2,'3, 7, 39, 40, 42, and 44.
Teaching major, 38 credits; courses listed for non-teacKing major plus 33 and
75.
I.
CLOTHING SELECTION,CARE, AND REPAIR. I.
3 Cr.
A study of the factors involved in the choice, care, and repair of clothing.
Beauty in design, becomingness, appropriateness, and some of the textile f ~ b r i c s
suitable for different uses are topics considered.
iContinuation course. To receive credit for this course, a sudent must complete
both semesters.
2.
CLOTHINGCONSTRUCTION.
n.
z Cr.
This course provides laboratory experience in making simple garments in cotton
and rayon. I t includes experiences in planning, cutting, fitting, and suitable
techniques in making garments, the use of the sewing machine, alteration of
garments. Home Economics I prerequisite for Home Economics education majors.
Two double la~borator~
periods, one lecture discussion period per week.
3 . ART IN DAILY LIVING.I.
3 Cr.
A study of art as it is met in the activities of everyday living. Open to all
students.
8. ELEMENTS
OF NUTRITION.
n.
3 Cr.
Normal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietaries
will be analyzed.
3 3. COLORAND DESIGN.I.
3 Cr.
A study of the principle of design and color related to selecting, arranging,
and designing of household furnishings. Lettering and simple poster designing.
Some craft experience. Home Economics 3 prerequisite for Home Economics
majors. Three double laboratory periods per week.
36. CRAFTS.TI.
2 Cr.
Laboratory experience in menu planning, meal service, food purchasing, and
camps with simple equipment. Principles of design and color in their application
to crafts will be studied. Two double laboratory periods per week. (Offered
1957-58.)
PRINCIPLESOF FOODPREPARATION
AND MANAGEMENT.
Prereq. 8 or
permission of instructor. I, II.
3. 3 Cr.
I aboratory experience in menu planning, meal service, food purchasing, and
fnod preparation. Three double laboratory period$ a week.
39, 40.
42. MARRIAGE
A N D F A M ~RELATIONSHIPS.
Y
11.
3 Cr.
A course applying ~ r i n c i ~ l eofs cultural living to everyday problems of home
life. Discussions of personal family- relationships, preparation for mamage, .the
Christian home and its influence in the community, and related subjects. Regular
lectures, talks by guest speakers, illustrated lectures, and tours.
44. CHILDDEVELOPMENT.
11.
2 Cr.
A study of the care and training of the young child as to his physical, mental,
and social development. One lecture period plus one double laboratory period
per week.
Upper Division Courses
$7. TEXTILES.
I.
2 Cr.
Study of textile fibers, fabrics, and finishes with special emphasis on selection,
use, and care of common household and clothing textiles. Two double laboratory
hours a week. ( m e r e d 1957-58.)
64,
HISTORY
AND APPRECIATION
OF ART. 11.
Cr.
2
A study a+ the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Two regular hours scheduled and field trips
arranged. (Offered 1956-57.)
TI.
3 Cr.
66. HOME PLANNINGA N D FURNISHING.
This course includes a consideration of housing, an analpsis of h r plans, a
study of the design of exteriors and interiors, and problems in selecting.
arranging, and conserving home furnishings. Home Economics 3 and 3 3 prerequisite for Home Economics Education majors. Three double laboratorp periods per
week.
67. FAMILY HEALTH.
I.
2 Cr.
Basic facts and practical application of home care of the sick. Problems relating
to environmental disease, prevention of illness and safety measures, as well as to
individual health problems within (the family group.
71. HOME
~ ~ N A G E M E NPROBLEMS.
T
I.
2 Cr.
Consideration of problems relating to planning, directing, guiding, and cocrdmatiqg the resources of the home for happy, satisfying family living. One
lecture period and one double lzboratory period per week.
73. HOME MANAGEMENT
LABORATORY.
I.
z Cr.
Actual experience in ,the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience
in various aspects of management met in home living such as management of
money, time, energy, and equipment. Six weeks residence in a home ,management house with one conference hour per w.eek. Food costs to be determined
.by the group.
n.
74. CONSUMER EDUCATION
AND INCOME MANAGEMENT.
z Cr.
The wise choice of consumer goods and sefvices available on the market and
the necessity of a careful plan for spending are topics which will be considered
for the purpose of helping the student receive greater satisfaction from the use
of money income.
75. ADVANCED
CLOTHING
CONSTRUCTION.
Prereq. 2. I.
2 Cr.
This course provides laboratory experience in making garments in wool. More
advanced problems in fitting and construction are used than those in the class
in Clothing Construction. Some experience in planning and constructing garments .for children is also given. Two three-hour laboratory periods per week.
( M e r e d 1956-57.)
z Cr.
OF HOME ECONOMICS.
Sr. I.
71. TEACHING
See course 91 under Education.
EVALUATION
AND ADULTEDUCATION
IN HOMEECONOMICS.
Sr.
See course 92 under Education.
92.
n.
z
Cr.
DIVISION OF NATURAL SCIENCES
AND MATHEMATICS
I t is the purpose of the division of Natural Science to provide training in
scientific methods and techniques; .to interpret Natural Science in the light of
the Word of God; to acquaint the student with the significance of Natural
Science in a modem, changing world; to emphasize a sound mind and a strong
body; to train for vocations in various fields of Natural Science; and to equip
the student with a scientific background which will enrich his life and the lives
of his fellow men.
Department of Biology
&. NASH, MR. URDAHL,MISS H U T C H ~ G Mns.
S,
OSWALD
The aim of this Department is to give the student a broader scientific background through the study of Biology, to further the use of leisure ,time, and to
prepare for vocations or graduate study.
Major, rq credits; minor, 16 credits. Courses 1-2,
toward the major or minor.
j ~ 4,
,
7N d o not count
I-2.t THENATURALWORLDAND MAN. Fr. I, 11.
8 Cr.
The development of scientific foundations in the physical and biological sciences.
Five periods per week consisting of lectures, lecture demonstrations, laboratory
work, and discussions.
Fr. I.
4 Cr.
3 ~ .HUMANANATO* AND PHYSIOLOGY.
A professional course i,n human anatomy and physiology with special emphasis
on structure. Two lectures and two double laboratory periods per week. Students
who have credit for Biol. 4 will not receive credit f o r Biol. 3N.
HUMAN
ANATOMYAND PHYSIOLOGY.
Fr. n.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function.. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3N will not receive credit for
Biol. 4.
4.
7 ~ .GENERALBACTERIOLOGY.
I.
3 Cr.
A course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
I 3-14.?
GENERALZOOLOGY.
Fr. I, II.
8 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures and two double laboratory periods per week.
f Continuation course. To receive credit for this course, a student must complete
twth semesters.
25, 26. GENERALBOTANY.SO., Jr. I, II.
4, 4 Cr.
A study of the morphology and physiology of higher plants, followed by a
survey of the plant kingdom. Emphasis is also placed e n botanical principles.
Fiowering plants are identified in the spring. Three lectures and two single
laboratory periods per week.
Upper Division Courses
4 Cr.
51. GENETICS.Prereq. 13-14,or 25. 26. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lwtures per week.
(Offered 1957-j8.)
4 Cr.
Prereq. I 3-14or 25, 26. So., Jr. 11.
52. ECOLOGY.
A survey of local ecological communities, and a study of the general principles
of biological association and succession. Two lectures and one double laboratory
period or field trip per week. (Offered I 9 5 7-5 8.)
53.
GENERALENTOMOLOGY.
Prereq. 13-14.Sr. I.
3 Cr.
A study of the habitat, morphology, physiology, reproduction, and classification
of insects. Two lectures and one double laboratory period per week. (Offered
'9~6-57.)
Prereq. Chem. 5-6. 11.
4 Cr..
54. GENERALBACTERIOLOGY.
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modem laboratory techniques. Two
lectures and two double laboratory periods per week.
3 Cr.
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
56. TAXONOMY
Taxonomy of flowering plants. Special emphasis is placed on systematic principles,
systems of classification, rules of nomenclature, etc. Two lectures and one
double laboratory period per week. (Ogered I 95 6-57.)
60. BIOLOGICAL
TECHNIQUES.
Sr. n.
I or 2 Cr.
Practical work in mounting of microvcopic slides, photography, and doing
projects useful to teachers. (Offered 195 6-57.)
OF NATURAL
SCIENCES.Sr. I.
79. TEACHING
See course 79 under Education.
z Cr.
Department of Physical Sciences
The courses offered provide iundamental background in the basic principles
of chemical and physical phenomena. The primary objective is :promotion of
scientific thinking and scientific approach.
Thorough study in these courses will prepare the student for teaching the
nstural sciences in secondary schools. The courses in chemistry will prepare
him for further study in such specialized fields as medicine, research, engineering,
nursing, pharmacy, and other related fields.
The courses in physics will prepare h i for study in engineering and applied
mathematics.
Chemistry
Major, 24 credits; minor, 16 credits. Courses
the major or minor.
1-2, j
~
4, do not count toward
.
1-2
THE NATURALWORLDAND MAN.Fr. I, I?
For course description see Department of Biology.
8 Cr.
3 ~ .CHEMISTRY
FOR NURSES.
I.
3 Cr.
9 lecture and laboratory course covering subjects related to nursing in the
fields of inorganic and organic chemistry and biochemistry. Two lectures and
one double laboratory period per week.
4. PRINC~PLES
OF CHEMISTRY.Fr. 11.
4 Cr.
A lecture demonstration course designed to provide a general knowledge of the
laws and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for
Chem. 4.
GEN~RAL
CHEMISTRY
AND QUALITATIVE
ANALYSIS.Prereq. Math. .I or
conclirrent registration in Math. I . Fr., So. I, II.
8 Cr.
A study of laws and theories of chemistry and of non-metals and metals and
their compounds. Systematic qualitative analysis of cations. Three lectures and
four hours of laboratory per week.
5-6.f
Upper Division Courses
CHEMISTRY.
Prereq. 5-6. So., Jr., Sr. I.
51. ANALYTICAL
4
(3.
Systematic semimicro qualitative analysis of cations and anions. Short introduction in general methods of quantitative analysis, volumetric and gravimetric.
rwo lectures and six hours of laboratory per week.
ANALYSIS.
Prereq. 5 I . So., Jr., Sr. 11.
4 or 5 Cr.
12. QUANTITAWE
General principles, methods and procedure of quantitative analysis, volumetric
and gravimetric. One lecture, six to eight hours laboratory per week.
CHEMISTRY.
Prereq. y-6. Jr., Sr. I, II.
8 to 10 Cr.
53-54.t ORGANIC
A discussion of the important classes of aliphatic and aromatic compounds.
Laboratory work in preparation and study of typical organic substances. Three
lectures, four or six hours of laboratory per week. (Offered 1956-57.)
?Continuation course. To receive credit for this course, a student must complete
both semesters.
56.
PHYSICAL
CHEMISTRY.
Prereq. Math. 14, Chem. 5 1 and 5 2 , and Physics
5 Cr.
5 and 6. Sr. 11.
An introductory course covering the gas laws, solutions, chemical equilibrium,
rates of reactions, and colloids. Three lectures and one double labora'tory period
per week. ( M e r e d 1 9 5 7 - 5 8 . )
Physics
Minor, 1 6 credits. Courses
1-2
and 3 do not count toward the minor.
WORLDAND MAN. Fr. I, 11.
I - z ~ . THENATURAL
For course description see Department of Biology.
8 Cr.
PRINCIPLESOF PHYSICS.Prereq. elem. algebra and plane geometry. Fr. I.
4 Cr.
12 lecture demonstration course which includes mechanics, heat, sound, light,
electricity, magnetism, and modern physics.
3.
5.
GENERALPHYSICS.Prereq. Math.
I3
or concurrent registration in Math
I 3.
4 Cr.
A general elementary course in mechanics, sound, and heat. Three lectures, one
q i z , and one two-hour laboratory period per week.
6. GENERALPHYSICS.Prereq. 5. So. 11.
4 aThis course is a continuation of Gen. Phys. 5 and covers electricity, magnetism,
and light. Three lectures, one quiz, and one two-hour laboratory period per week.
Upper Division Courses
5 I. MODERNPHYSICS.Prereq. 6. Jr. I.
4 Cr.
A study of modern topics in the field of physics including atomic theory, nuclear
transformations, radiation phenomena, .biophysical applications of physics, and
other topics.
ELECTRICITY
AND MAGNETISM.Prereq. 6 and Math. 5 1 or concurrent
4 Cr.
registration in Math. 5 1 . Jr., Sr. TI.
An advanced course with emphasis on fundamental laws, electric and magneti,~
field phenomena, high and low frequency circuits, and electrical instruments.
Two lectures and two two-hour laboratory periods per week.
5:.
TEACHING
OF NATURAL
SCIENCES.Sr. I.
See course 7 9 under Education.
79.
z
Cr.
Combined Science Major for Teuching
Requirement: 40 credits in Natural Science, including Chemistry 5-6 with
either 5 I and 5 2 or 5 3 - 9 4 ; Biology 1 3 - 1 4 and 2 5 , 26; Physics 1 and 6.
Department of Mathematics
The Department of Mathematics aims to give students a working knowledge
of mathematics s d c i e n t for solvi,ng the simpler problems of life, also to afford
students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider
horizon with experience that will make them e6cient workers in their chosen
fields and also give them confidence to pursue further study.
Major, 26 credits; minor, r o credits.
Courses I , 2, 5 and 6 do not count toward the major or minor in mathematics, but I and 2 must be completed as prerequisites to other courses.
3 Cr.
SECONDCOURSEALGEBRA.
Prereq. elem. algebra. Fr. I.
I.
Fundamentals of algebra continued and proper foundation laid for inore advanced work in mathematics. Four hours per week. Students who had higher
algebra in high school may not receive credit for this course.
z. SOLIDGEOMETRY.Prereq. plane geometry. Fr. 11.
3 Cr.
Geometry applied to solids and planes. Area and volume ~brmulas developed.
Spherical triangles and polygons introduced. Four hours per week.
5 . ENGINEERING
DRAWING.Prereq. z. I.
3 Cr.
Elements of drafting with an introduction to the use of graphs and formulas.
Eight hours a week.
DRAWING
AND DESCRIPTIVE
GEOMETRY.
Prereq. 1 . n. 3 Cr.
6 . ENGINEERING
Methods of representation. Graphical and algebraic solutions. Eight hours a
week.
13,
14. INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. Math. I or
equivalent. Fr., So. I, 11.
5, 5 Cr.
This is an integrated course including college algebra, trigonometry and plane
analytical geometry.
Upper Divisian Courses
ELEMENTARY
CALCULUS
AND DIFFERENTIAL
EQUATIONS.
Prereq. 1 3 ,
14. So., Jr. I, 11.
5, 5 Cr.
Fundamental concepts are introduced. Formulas for differentiation and integration, and solutions for various types of ordinary differential equations are
developed and applications made.
51, 5 2 .
5 3 . SOLIDANALYTICAL
GEOMETRY.
Prereq. 14. Sr. I.
3 Cr.
Lines and planes in space are srudied and their equations developed. Quadratic
sudaces and transformation are given their proper emphasis.
3 Cr.
OF EQUATIONS.
Prereq. Math. 51.Sr. 11.
54. THEORY
This course includes the study of complex numbers, determinants and other
topics that aid in the solution of equations of higher degree.
OF MATHEMATICS.
Sr. I.
83. TEACHING
See course 83 under Education.
2
Cr.
Department of Health and Physical Education
The aim of the Department of Hea1,th and Physical Education is to promote
health and physical fitness through a well-rounded physical education program,
to develop character and good sportsmanship, to further the worthy use of
leisure time, and to provide an effective training program for prospective
teachers of health and physical education.
All students are required to take a #physical examination by the college
physician as a part of the registration procedure before participating in any
phase of the physical education program.
A course 'n personal and community health is required of all freshmen and
new upper class students who have not had an equivalent course in college.
One year of physical activities, courses 3 and 4, is required of all students.
Teaching ,Major for men, 3 1 credits, including courses 2, 3, 4, 5, 6, 8. 11,
12, 27, yo, 51, 52, 53, 74, 55, 56, 84. Biology 4 and Education courses also
required.
Teaching Major for women, 28 credits, including courses 2, 3, 4, 5, 6, 8, 13,
14,16, 17,27, 50, 52, 73, 54, 84. Biology 4 and Education courses also required.
Teaching Minor, 19 credits, including courses 2, 3, 4, 5, 6, 8, I I, 12, g I, 5 3,
and 54 for men: 2, 3, 4, 5, 6, 8, 13,14, 16, 17,53, and 54 &orwomen.
Non-teaching major for men 33 credits; for women, 30 credits.
Non-teaching minor 21 credits. For course requirements see under .reachingmajor and teaching-minor and confer with department head.
r.
PERSONAL
AND COMMUNITY
HEALTH.Fr. Ogered both semesters.
2
Cr.
iZ study of modem concepts and practices of health and healthful living applied
to the individual and the community.
TZ.
%, % Cr.
ACTIVITIES.(Women). Fr. I, 11.
3, 4. PHYSICAL
%, % Cr.
ACTIVITIES.
(Men). Fr., So. I,
3, 4. PHYSICAL
5.
INTRODUCTION
TO HEALTHEDUCATION,
PHYSICALEDUCATION,AND
RECREATION.
Fr. I.
2 Cr.
A brief preview of the three present day interrelated fields of hea1,th education,
physical education, and recreation.
6. RECREATIONAL
ACTIVITIES.Fr. n.
I Cr.
Theory and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games. One double hour per week.
S. FIMT AID. Fr., So. n.
American Red Cross First Aid Course.
I
Cr.
1 I.
TEAMSPORTSAND LEAD-UPGAMES.(Men). So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball,
and volleyball. Team Games: Touch football, softball, speedball, soccer, and
irolleyball. Three hours per week.
12.
INDIVIDUALAND DUAL SPORTS.(Men). So. II.
2 Cr.
Theory and practice in teaching badminton, shbfflebmrd, handball, aerial darts,
table tennis, horseshm, tennis, archery, golf, and bowling. Three hours per week.
2, 2 Cr.
13, 14. TEAMSPORTSFOR WOMEN. So. I, TI.
Theory and practice in the coaching and officiating of field hockey, soccer,
basket,ball, volleyball, and softball. Three hours per week. (Offered 1957-58.)
16. INDIVIDUALAND DUAL SPORTS.(Women). So. ll.
2 Cr.
Theory and practice in teaching skating, skiing, badminton, table tennis, shuffl,eboard, archery, tennis, golf, and bowling. Three hours per week. (Offered
1956-57.)
I 7.
SELF-TESTING
ACTIVITIES.(Women). So. I.
I Cr.
Theory and technique of teaching stunts and tumbling. Two hours per week.
(Offered 1956-57.)
27.
KINESIOLOGY.
Prereq. Biology 4. So. I.
2
Cr.
Thii
is a study of body movements and the mechanics in the effectmg of
efficient movements.
2 Cr.
29. OFFICIATING.(Men). So. I.
Instruction and application of technique and rules of officiating in football,
hockey, basketball, baseball, and track.
Upper Division Courses
PHYSICALEXAMINATIONS
AND ADAPTEDPHYSICALEDUCATION.Prereq.
2 Cr.
Biol. 4, and P.E. 27. Jr. 11.
Procedures and interpretation of physical examinations. Analysis of functional
and organic abnormalities and suggested adapted activities for atypical cases.
(Ogered 1956-57.)
50.
5 I. SELF-TESTINGACTMTICS.(Men). Jr. I.
r Cr.
Theory and practice in teaching individual and dual stunts, apparatus, tumbling,
boxing, and wrestling Three hours per week.
52. RHYTHMS.Jr. 11.
Folk games and gymnastic rhythms. (Offered 1957-18.)
I
Cr.
PRINCIPLESAND CURRICULUM
OF HEALTH EDUCATIONAND PHYSICAL
3 Cr.
E D U U ~ O NPrereq.
.
5 . Sr. I.
Aims, scope, and objectives of health and physical education. Analysis and
evaluation of che eTernencq and secondary schml health education and physical
education curriculum.
5 3.
ORGANIZATION
A N D ADMINISTRATION
OF HEALTH EDUCATIONAND
3 Cr.
PHYSICALEDUCATION.
Sr. 11. Prereq. 5.
Problems of organization, administration, and supervision of health education
and physical education.
54.
OF SPORTS:FOOTBALL
AND BASKETBALL.
Sr. I.
r Cr.
55. COACHING
Theory and techniques of coaching. Seniors only, or approval of instructor.
2
OF SPORTS:BASEBALL
AND TRACK.
Sr. lT.
56. COACHING
Theory and techniques of coaching. Seniors only, or approval of instructor.
cr.
I Cr.
AND MEASUREMENTS
IN PHYSICAL
EDUCATION.
Sr. 11.
84. TESTS
A survey and evaluation of tests in ~ h ~ s i c aeducation.
l
(Wered 1956-17.)
86. COMMUNITY
RECREATION.
Jr., Sr. II.
2 Cr.
PtobIems of commuuiry recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work (%red
1956-57.)
OF HEAL= EDUCATION
AND PHYSICAL
EDUCATION.
Sr. I
87, TEACHING
See course 87 under Education.
2
Cr.
AUGSBURG THEOLOGICAL SEMINARY
Introductory
Augsburg Theological Seminary is the training school for the pastors and
IzLissionaries of the Lutheran Free Church. Ir offers a regular three-year course
of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church
it aims to stress particularly the training of pastors and spiritual leaders dedicated to the ideal af building Lutheran congregations where the Gifts of
Grace are freely cultivated and nurtured under the authority of the Word and
the guidance of the Holy Spirit.
Application for Admission
Application for admission to the Seminary should be addressed to the Secretary of the Theologkal Faculty, and should include the 'following:
A formal letter of application for admission as a student in the Seminary,
I.
including a personal statement by the candidate concerning his background,
including baptism, confirmation, spiritual experience, doctrinal convictions, and
church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of these
should be from the candidate's local church.
4. A certificate of good health.
These documents should be in the hands ofdAtheSecretary of the Seminary
Faculty before July first.
The Committee on Admissions consists ,of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
Admission Requirements
The normal requirement for admission to the Seminary is the Bachelor's
degree from a liberal arts college. The college course must have included the
following prerequisite subjects:
Greek
Philosophy
German, or
Latin, or
Norwegian
z years
I Year
2
years
In the case of mature students of outstanding ability and experience, an occasional exception from these requirements may be made by special action of
the Committee on Admissions.
Suggested Pre-Theological Courses
In order rhat studrnm may derive rhe peatest pmsiblc advantage from their
theological studies, it is recommended that their colleKc c o w of nudy, 'besides
f u l f l h g requiremenrs as to a major and a minor, in addition to the subjects
indicated a b v e , include as many as possible of the following:
English
Speech
Psychology
History
Youth Work
Natural Science
Sociology, or Economics, or
Political Science, or
Education
Typewriting
years
year
I year
z years
I semester
I year
2
I
I
I
year
year
All candidates for admission to the Seminary must have achieved a good
academic record in their preparatory studies in college.
Transfer of Credits and Advanced Standing
Srudcnt~are admirted to the Seminarp with the understanding that their
studies aie to be pursued under rhe direction of the Theological Faculty. Any
armngement to t a k e + part of the theological course a t another seminary must
have the prior approval of ehe ThcoloRicol Faculty a t Augsburg.
Advanced standing is granted in certain instances, when a student applying
for admission presents a transcript of credits indicating work done in other
theological seminaries of recognized standing.
Expenses
Seminarp students p;ry no tuition. They do, however, pay chc regular student
activity fee, healrh fee and a ~enerntSeminary fee of ten dollars per semester.
Unmarried Seminary smdenrs living in rhe dormitory. receive a special grant
to coccr the cost of mom rent. The m9t of h a r d k the same zs for the
College studears. See under Financial Information.
Class Attendance
A student is expected to attend all classes regularly. Unavoidable absences
may be excused by the Dean. Attendance at any conference involving absenc'e
from classes mu& have the approval of the Dean well in advance of the
conference.
Employment
The work in the Seminary should be regarded as a full time vocation. However, when a student's circumstances require it, a limited amount of remunerative work will be permitted. This must be arranged in consultation with the
Dean. Occasional preaching engagements may be accepted, but a student is
not allowed to supply a vacant parish more frequently than every other Sunday.
Conditions and Incompletes
A condition or an incomplete received at the end of the semester must be
removed within the first five weeks of classes of the following semester of
attendance. If incompletes and conditions are not removed within the time
allowed, the condition automatically becomes a failure and the inwmplete may
he changed to a passing grade only when the average of previous work is
sdiciently high.
Seminary Internship
In addition to the three years of theological study in the Seminary eash
student is required to spend six months in practical service, as appointed and
supervised by the Committee on Service. This work is done during the summer
vacations between the beginning and conclusion of the Seminary course.
A limited amount of assigned collateral reading is required during the.
in-service period.
The Seminary students are also encouraged to engage in a limited amciunt of
practical church work during the school year either in the Twin Cities or in
nearby communities. This should be done in consultation with the Committee
on Service.
Student Activities
All seminary students are members of the Concordia Society. A principal
purpose of this organization is "to promote and strengthen a deeper spiritual
fellowship among its members." The weekly meetings are devoted to prayer and
to the consideration of student affairs. The Seminary joins with the College
in a daily chapel servte.
During his s e r n i n a ~yean, each student is associated with a specific congregation and i4 e n c ~ u r a ~ eto
d serve there. As a united project, the Concordia
Society has mently assumed responsibility for conducting the Saturday noon
services at the Gateway Mission.
The Concordia Society promotes student participation in the Inter-Seminary
Movement and in the Association of Lutheran Seminaries in America. On a
more local level, the student body participates in a fellowship of five Protestant
seminaries in the Twin Cities.
The wives of the seminary students have organized as the Serninettes. They
meet once a month for fellowship and for instruction in subjects relevant to
their vocation.
The Concordia Society publishes a semiannual magazine called Concord.
Graduation and Degrees
The Seminary course consists of a three-year cycle of lectures and study plus
six months of practical service in the congregations. Students who complete all
the requirements of the regular course are graduated with the degree of
Bachelor of Theology. These requirements may be summarized as follows:
I.
A minimum of
102
semester credits, including a seminar course in each
of the following four major fields: Old Testament, New Testament, Church
History, and Systematic Theology.
2.
Courses in the Biblical languages, Hebrew and Greek, as regularly offered.
3 . The attainment of an honor-point ratio of a t least 1.y (Cf average)
throughout the three years of Seminary work.
4. Six months of practical Christian service under the direction of the
Faculty Committee on Service. See below.
5 . The prepara$on of a scholarly thesis, approximately 8,000 words in
length, on an approved theological subject. The subject must be submitted for
faculty approval before April 1 7 of the Middler year and the thesis must be
completed by January 10 of the Senior year.
6 . A comprehensive examination, written and oril, in Old Testament, New
Testament, Church History, and Systematic Theology taken during the third
week af March. Written and oral examination sermons.
who complete the required number of credits for graduation with
an honor point ratio of 1.0 ( C average) and the six months of practical
service, but who have not met all the normal academic prerequisites for admission, or who have not attained an honor point ratio of I.$ in their studies, are
graduated with the degree of Graduate in Theology.
COURSES OF STUDY*
Theological Orientation Courses
Junior Yem
I.
THE BACKGROUND
AND STRUCTURE
OF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History and contemporaneous secular history. Brief survey of the historical
r Cr.
origin of the Biblical writings.
THEOLOGICAL
PROPAEDEUTIC.
A survey of the main ,divisions of Chfistian
Theology; their subdivisions; their relation to the entire field of Theology and
I Cr.
to the whole realm of human knowledge.
4.
*With the exception of the Theological Orientation Courses, offered annually
for Juniors, the Seminary courses are rotated in a three-year cycle.
r. INTRODUCTION
TO DOGMATICS.
A preliminary study of the Ecumenical
Creeds, the Augsburg Confession, Luther's Large Catechism, and the Life of
I Cr.
Luther.
Old Testament
Mu. STENSVAAG
HEBREW
FOR BEGINNERS.A study of the essentials of Hebrew grammar,
using Creager and Alleman's text, and the reading of selected passages from
Deuteronomy. (Offered 19 5 6-5 7.)
6 Cr.
9-10.
11.
THE PENTATEUCH.The course includes a general introduction to the
books and a careful exegetical study of selected passages. (Offered 1958-59.)
3 Cr.
12. THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
on religious values and -the rise of prophetism. Selected passages from the
historical books are studied. (Offered I 9 5 8-59.)
3 Cr.
13. THE PROPHET ISAIAH. A careful study of the Biblical data concerning
the political and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. (Offered 1956-57.)
3 Cr.
14. THEPROPHET JEREMIAH. A study of the political, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
3 Cr.
freedom. (Offered 1956-57.)
15. THE BOOK OF JOB. A course which aims to make clear the teaching of
the Wisdom Literature of the Old Testament in regard to fundamental problems
of life. (Ogered 1957-58.)
2 Cr.
16. PSALMS.The course includes an historical survey, a general introduction to
the larger groups, and a careful exegetical study of a number of Psalms. Reading
assignments give special attention to the religious developments of the post3 Cr.
Exilic period. (Offered 19 57-58.)
17, 18. HEBREWEXEGESIS.Review of the grammar followed by an exegetical
study of Amos and the cursory reading of selected passages from other books
2, 2 Cr.
in the Old Testament. (Offered 1957-58.)
A study of archaeological discoveries
19. SEMINARIN BIBLICALARCHAEOLOGY.
and their significance in relation to the Bible. The course consists of a number
of introductory lectures followed by student presentations of assigned topics
I Cr.
and class discussion. (Offered 1957-58.)
New Testament
20-21. NEW TESTAMENT
GREEK.TWOyears of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction d normal load.
TO THE NEW TESTAMENT.
A survey of the contents of
22. INTRODUCTION
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manu3 Cr.
scripts and early versions. (Offered 1956-57.)
2 3 . THE GOSPELOF MARK.Readings from the Gospel of Mark in Greek,
with selections from Luke, considered in the historical frame of Jesus' ministry.
Each student will M expected to master a knowledge of the historical outline
3 Cr.
pf Jesus' ministry. (Offered 195 6-57.)
24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
3 Cr.
appeal to the Jews. (Offered 1958-59.)
25. THE GOSPELOF JOHN. The purpose and special tharacteristics of the
Fourth Gospel, its authenticity and peculiar value. The latter part of the
semester is devoted to the study of the account of Christ's passion, based on
the English text with the aid of a Gospel harmony. (Offered 1917-58.) 2 Cr.
CHURCH.Rapid survey of Acts
26. THE JEWISHSECTIONOF THE APOSTOLIC
1-12. This will ba followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Offered
1957-58.)
3 Cr.
27. LIFE AND EPISTLESOF PAUL.A rapid study of the life of Paul as given in
Acts, the historical occasion of his epistles, and the study of selected portions
in English. (Offered 1958-59.)
3 fi28. INTERPRETATION
OF ROMANS.
Reading of the doctrinal portion in Greek
with use of commentaries; the essence of the Gospel as set forth by Paul. The
problem of Israel's rejection of Christ (chs. 9-11), and the section on the
Christian life (chs. 12-16)will be studied as time permits. (Offered 1957-58.)
2 Cr.
OF EPHESIANS.
In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the' place of the universal Christian Church as the Body of
r Cr.
Christ and the spiritual goal of history. (Offered 1956-57.)
OF THE REVEL.~TION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature.
(Oflered 1958-59.)
2 Cr.
Church History
40. THE EARLYCHURCH. The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (590). The organization,
doctrine, government, and worship of the Early Church; the downfall of
heathenism in the Roman Empire, and the rise of the Papacy. The course begins
with a brief survey of the Book of Acts. (Offered 1958-59.)
2 Cr.
41. THE CHURCHOF THE MIDDLEAGES. A general survey of the development of Christianity in Western Europe from 590 to the period of the
Protestant Reformation. The course includes the study of the development and
decay of Papacy, monastic orders, scholasticism, and of movements toward
reform. (Wered 1956-57.)
3 Cr.
THE REFORMATION.
A study of the causes which led to the Protestant
Reformation; the Reformation itself and its results, including the Roman
Catholic Counter-Reformztion. (Wered 195 6-57.)
3 Cr.
42.
AFTER THE REFORMATION.
This course covers the period
43. THE CHURCH
from the Refonnztion and up to the present time, with special emphasis on
the history of ofhe Lutheran Church. ( m e r e d 1957-58.)
2 Cr.
44. AMERICANCHURCH HISTORY.Early colonization; planting of churches;
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
3 Cr.
is studied with special care. (Offered 1954-5 5. )
DOCTRINE.A study Of: the development
45, 46. THEHISTORYOF CHRISTIAN
of Christian doctrine and its crystallization into creeds and confessions, including
the Patristic, Scholastic, and Reformation periods. (Offered 1958-59.) 2 , 2 Cr.
A study of the consti47. THELUTHERANCHURCHIN THE WORLDTODAY.
tution and work of the Lutheran Churches in the various countries of the
world. Special attention to the work of the Lutheran World Federation. I Cr.
Systematic Theology
An inquiry into the field, sources, and
50. BASICPRINCIPLESOF THEOLOGY.
methods of systematic theology. (Offered 1957-5 8.)
2 0.
AND ANTHROPOLOGY.
A systematic examination of the teach5 I . THEOLOGY
ings of the Bible concerning God and man. The course includes a study of the
Trinity, creation, and man's fall into sin. (Offered 1957-58.)
2 Cr.
A careful study of the teachings of the Bible concerning
52. SOTERIOLOGY.
Christ-His
Person, states, and oflice; the Person and work of the Holy Spirit;
the order of salvation. (Wered 1958-59.)
3 Cr.
AND ESCHATOLOGY.
A study of the nature and function
53. ECCLESIOLOGY
of the Church; the Sacraments; the doctrine of the last things. (Offered
1958-59.)
z Cr.
j4, y y . CHRISTIANETHICS. A study of the religious and ethical implications
of the Christian experience. Special attention is given TO the application of
Christian ethics to individual, group, and public life. ( m e r e d 1956-57.)
z, 2 Cr.
A careful study of the Book of Concord. Attention is given
56. SYMBOLICS.
to the genesis and development of each creed, its doctrinal significance, and
its place in the present life of the Church. (Wered 1957-58.)
z Cr.
SYMBOLICS
AND RELIGIOUS
CULTS. A comparative study
57. CQMPARA~VE
of ,the creeds of the great divisions of the Christian Church, and the teachings
of various modern religious sects and cults. (Offered 1956-57.)
z Cr.
Practical Theology
All members of the Theological Faculty give instruction in this field.
A. Pastoral Theology
Go. PRINCIPLES
OF PASTORAL
THEOLOGY.
This course, which is based on the
Pastoral Epistles, comprises the historical and theoretical study of the foundations of the pastoral oflice and the New Testament ministry.
s Cr.
61. SOUL-CAREAND THE SPIRITUAL
LIFE. A study of Christian experience
and its varied expressions, and of the basic principles of soul-care. Collateral
2 Cr.
reading from the great classics of the spiritual life. (Offered 1958-59.)
62. INTRODUCTION
TO PASTORAL
COUNSELING.
A course dealing with the
dynamics underlyi3ng human behavior. Various pastoral counseling techniques
are studied. The course attempts to help the student recognize deviations of
personality, and to know which ones he can handle, and which ones should
I Cr.
be referred to more competent help. Middlers. (Offered annually.)
PASTORAL
TRAINING.
The purpose of this course is- 'to provide an
63. CLINICAL
opportunity for the student to learn Pastoral Care through interpersonal relations in a hospital setting. It will include ward calling, writing of clinical notes,
I Cr.
special seminar and lecture sessions. Middlers. (Offered annually.)
The propagation of the Gospel in new areas, including a
64. EVANGELISTICS.
short survey of the methods and history of Foreign Missions, and inner missions,
2 Cr.
and various types of evangelism. (Offered in 1958-59.)
B. Homiletics
65. PRINCIPLESAND PRACTICE OF PREACHING.Technical and psychological
elements of preaching. Emphasis upon sermons. Juniors.
2 Cr.
66. HOMILETICS.
The application of the principles of preaching to the outlining and presentation of 'brief sermons. Emphasis upon thorough preparation
and constant pnctice in delivery. Middlers.
2 Cr.
67. SERMONS.A course in the preparaltion and delivery of sermons. Both the
structural and spiritual elements are emphasized. Sermons by great preachers
z 0.
are studied. Seniors.
C. Polity, Worship, and Parish Work
70. CHURCHPOLITY.A course dealing with the Biblical theory of the congregation; otlicers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and I1 Corinthians are studied as the best source. (Offered I 95 7-58 .)
2 Cr.
A study of the various aspects of congrega71. CHURCHADMINISTRATION.
tional organization. Methods of increasing efficiency in the performance of
the pastor's duties. Effective o&ce procedures. The practice and teaching of
I Cr.
Christian stewardship. (Offered 1957-58.)
72. PASTORAL
PROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach ,to the unchurched. Congregational evangelism. Making the
occasional services effective. Problems of
ethics. (Offered 1956-57.)
I Cr.
The principles and forms of public worship. A study of liturgy
73. LITURGICS.
as a means of expressing and moulding religious life with emphasis on its
relation to varying conceptions of the Church. (Offered I 95 6-57.)
I Cr.
An historical survey of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered
'957-58.)
I Cr.
D. Christian Education and Sociology
76. METHODSOF PARISH E D U C A ~ O N
Studies
.
in the application of basic
principles and .methods of education to the subject matter used i n catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 1956-57.)
t
Cr.
78. THE CHURCH AND HUMANSOCIETY. A study of the relation between
the Christian Church and
civilization and culture, and of .the
organized movements in contemporary society with which the Church must
deal. Emphasis upon the social duties of Christians and upon the world-wide
task of .the Church. The .Ecumenical Movement.
2 Cr.
C H R I ~ ~ A N IATNY
D SOCIALWORK. This Course is designed to give the
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures,
rcports, and institutional visits.
2 Cr.
79.
BOARD OF TRUSTEES
OfFicers of the Board
REV. CLARENCEJ. CARLSEN
.............................
Vice-president
Term Expires in 1956
The REV. GEORGEJ. KNUDSON,Marinette, Wisumsii
Pastor, Our Savior's Lutheran Church
MR. R. E. MYHRE,Minneapolis, Minnesota
Banking and Insurance, Fourth Northwestern National Bank
Term Expires in 1957
MR. GILBERTBERG, Seattle, Washington
Business, Berg Fuel Company
The REV. CLARENCE
J. CARLSEN,
hfinneapolis, Minnesota
Pastor, St. Olaf Lutheran Church
Term Expires in 1958
The REV. D. W. LYNGDAL,
Duluth, Minnesota
Pastor, Trinity LuAeran Church
MR. G. S. MICHAELSEN,
Minneapolis, Minnesota
Education, University of Minnesota
Term Expires in 1959
The REV. C. T. OLSON,Spicer, Minnesota
Business Manager, Bethesda Homes
MR. EVEN OSE, Thief River Falls, Minnesota
Contractor (retired)
Term Expires in 1960
MR. R. F. PAUTZ, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Advisory Members
The REV. DR. T. 0. BURNTVEDT,
Minneapolis, Minnesota
President, The Lutheran Free Church
DR. BERNHARD
CHRISTENSEN,
Minneapolis, Minnesota
President, Augsburg College and Theological Sem~inary
ADMINISTRATION
BERNHARD
CHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preddent
MARTINQUANBECK. . . . . . . . . . . . . . . . . . . . - . . . . . . . . . . . .Dean of the College
JOHN M. STENSVAAG. . . . . . . . . . . . . . . . . . .Dean of the Theological Seminury
BURTONP. FOSSE . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .Business Manager
K. BERNERDAHLEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Stdents
GERDAMORTENSEN. . . . . . . . . . . , . . . . . , . . . . . . , . . . . . . . . . .Dean of Women
ERLWG J. URDAHL . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Public Relations
MILDREDJOEL . . . . . . . . . . . . . . . . . .Registrar; Secretary of the General FacuZty
MELVINA. HELLAND
. . . . . . . . . . . . . . . . .Secretary of the Theological Faculty
AGNESB. TANGJERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Librarian
b r u R. HAMMARBERG
. . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement
FRIEDELW ~ D M A N N
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
S. P.HJELMELAND. . . . . . . . . . . . . . ..Field Representative, Development Fund
KENNETHLOWER. . . . . .Alumni Secretary; Manager of Musical Organizations
IRVINGHOEL . . . . . . . .Purchasing Agent; Supervisor of Buildings and Grounds
A w o SINKO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Services
BERNHARDT
J. KLEVEN . . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Mweum
IVERB. SON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Archivist
CARL WOYU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Publicity Director
BORGHILDESTNESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Registrar
DONOVANLUNDEEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Admissions Counselor
ADMINISTRATIVE STAFF
Office Staff:Beatrice Nelson, Secretary to the President and the Dean of the
College; Arthur C. Engen, Bookkeeper; Lyla Bratland, Secretary, Business
Office; Bertha Lillehei, Secretary, Student Personnel O6ce; Lyla Olson, Secretary, Public Relations Office; Tena Mehus, Clerk, Registrars 0 5 c e ; Vivian
Isaacson, Recorder, Registrar's Ofice; Janice Sorheim, Secretary, Placement
Bureau; Joyce Nelson, Secretary, Admissions Office; Ruth Hanson, Secretary,
Business Office; Mrs. Erna Staub, Secretary, Library; Mrs. Ruth Elias, Faculty
Secretary; Mildred Nelson, Receptionist and Switchboard Operator; Violet
Meyer, Secretary, Building Fund Office.
Library Assistants: Mrs. Carol Carlson and John Jenson.
Resident Counselors in Dormitories: Memorial Hall, Edward Nyhus and
Philip Nelson; Sivertsen Hall and Residence for Women, Helen Martens;
Miriam House, Verniel Anderson; Morton Hall, Alice Ullescad.
Su$ervisor of Hwsekeeping: Olga Hermumlie.
MEDICAL STAFF
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swenson, R. N.,
Nurse; Ethel Johnson, R. N., Assistant Nurse; Alice Ullestad, R. N., Assistant
Nurse.
COMMITTEES OF THE FACULTY
;2dministration: Christensen, Quan,beck, Stensvaag, Dahlen, Fosse, Urdahl, Miss
Mortensen, Miss Joel.
Curriculum: M. Quanbeck, Christensen, Nash, Olson, Stensvaag, Miss Segohn,
M i Joel.
Admissions and Scholarship: Miss Joel, Quanbeck, Bertness, Miss Pederson,
Hammanberg.
Student Personnel: Dahlen, Miss Mortensen, Trautwein, Ozolins, E. W. Anderson, Hammarberg.
Library: Helland, Nash, Landa, Torstenson, Chrislock.
Athletics: Soberg, E. W. Anderson, Kleven, Aldre, Savold.
Social: Mrs. Peterson, Miss Mortensen, Mr. Dahle, Miss Tangjerd, Thut.
Studies: R. E. Anderson, Kleven, Urdahl, E. Nelson, Mrs. Nelson.
Convocations: Helland, Colacci, Miss Lund, E. Nelson. (Student members also
included in this committee.)
Student-Faculty: Dahlen, Miss Mortensen, Tomtenson, Olson. (Student members also included in this committee.)
Tracher Educatim: Bertness, Thorson, Sateren, Mrs. Nelson.
Religious fife: Sonnack, Ozolins, Mrs. Petersbn. (Student members also included
in this committee.)
Faculty C m c i l : Quanbeck, R. Anderson, Milton, Soberg, Miss Joel, -Dahle,
Segolson, Sateren, Kingsley, Aldre, Torstenson, Bertness, Walton.
Board-Faculty Committee: Chrislock, Miss Pederson, E. W. Anderson (Board
members also included in this committee).
THE FACULTY
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President and Professor of Theology
A.B., Augsburg College, I 9 22; Augsburg Theological Seminary, I 922-2 5 ;
Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, Gottingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, 1928-30. A t Augsburg <ice 1930. President since 1938.
MELW A. HELLAND,
S.T.M., Ph. D., Professor of New Testament
A.B., Augsburg College, 19 I 5 ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 19 I 9; Ph.D., 1930. Additional study: Grenoble, Chicago. Educational Missionary in Madagascar,
192 I -3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. A t Augsburg since 1941.
IVER B. OLSON, A.M., Th.B., Associate Professor of. Systematic Theology
A.B., Augsburg College, 1935 ; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945 Additional study: Chicago,
Minnesota, Luther Theological Seminary, Chicago Lutheran Theological
Seminary. Teaching: Oak Grove Seminary, 1936-3 9; University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1959-44. Adviser to SPAN
Group in Scandinavia, 1950. At Augsburg since 1945.
PAULG. SONNACK,A.B., Th.B., Associate Professor of Church History
A.B., Augsburg College, 1942; C.T., Augsburg Theological Seminary, 1945;
Th.B., 1947. Additional study: University of Chicago. Pastor, Moose Lake,
&., 1945-47. At Augsburg since 1949.
M. STENSVAAG,
S.T.M., Ph.D., Professor -of Old Testament
A.B., Augsburg College, 1936; Th.B., Augsburg Theological Seminary,
1939; S.T.M., Hartford Seminary Foundation, 1940; Ph.D., 1941. Additional study: Johns Hopkins, Oslo. Pastor, Minneapolis, Minn., 1942-46. At
Augsburg since 1942.
JOHN
LAWRENCEM. GUDMESTAD,
A.B., S.T.M., Lecturer in Pastoral Counseling
A.B., Augsburg College, 1939; C.T., Augsburg Theological Seminary,
1942; S.T.M., Andover Newton Theological Schools, 1955. Pastoral work,
1942-53. Chaplain, Lutheran Deaconess Hospital, I 9 5 5-.
At Augsburg
since 1955.
WUHELM C. LINSS, S.T.B., Th.D., Lecturer in New Testament
Theological School for Prisoners of War, Montpellier, France; S.T.B.,
Erlangen University, Germany, 1950; Th.D., Boston University, 1951.
Pastoral work: 1910-52. Teaching: Boston University School of Theology,
I 9 5 t-y4; Gustavus Adolphus College, 19 54-.
At Augsburg since 195 5.
AUGSBURG COLLEGE
P. A. SVEEGGEN,
A.M., Professor Emeritus of English
A.B., University of Minnesota, 1908; A.M., 1909. Additional study: Minnesota, Chicago. Teaching: University of Minnesota, 1908- I o; Ellsworth
College, 1913-15. A t Augsburg 1915-1952.
MANNALDALDRE,M.S., Assistant Professor of Chemistry
Diploma of Chemical Engineer, Estonian State University of Technology,
Tdlin, Estonia, 1941; M.S., University of Minnesota, 19 5 I. Additimal
study: Minnesota. Teaching: Assistant in Chemistry, Estonian State University of Technology, 1941-42. A t Augsburg since 1949.
ERREST W. ANDERSON,M.Ed., Associate Professor of Health and Physical
Education, Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 1937-41. U. S. Army, 1941-46. A t Augsburg
since 1946.
E. ANDERSON,
A.M., Assistat Professor of Speech
RAYMOND
B.S., University of Minnesota, 1946; A.M., 1950. Additional study: M i e sota. Teaching: University of Vermont, 1949. U. S. Navy, 1946. A t
Augsburg since 1949.
EVABAVOLAK,
A.M., Instractor in Business Administration
B.S., University of Minnesota, 1928; A.M., 1942. Additional study: M i sota. Teaching: High School, 1931-42; Northern State Tea.chers College,
Aberdeen, S. Dak., 1942-47; Hamline University, St. Paul, Minn., 1947-50;
University of Minnesota, 1950-52. At Augsburg since 1952.
HAROLDJ. BELGUM,A.M., M. SOC. Work, lnstructor in Sociology
A.B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
1937; M. Soc. Work, University of Minnesota, 1951. Teaching: Mission
House College, Plymouth, Wis., 1934-38; Elmhurst College, 1938-42; Lakeside School for Boys, Seattle, Wash., 1942-44 Assistant Executive Secretary,
Director of Social Work Services, Lutheran Welfare Society of Minnesota.
At Augsburg since 1954.
HENRYJ. BERTNESS,Ph.D., Associate Professor of Education
A.B., Augsburg College, 1947; A.M., University of Xnnesota, 1948;
Ph.D., 1955. U. S. Navy, 1943-46. Teaching: Tacoma Public Schools,
1948-49. At Augsburg since 1949.
ALLENBLAIR,A.M., lnstructor in Physics
B.S., Hamline University, 1949; A.M., University of Minnesota, 19 53.
Teaching: State Teachers College, Sr. Cloud, 1953-54. At Augsburg
since 1954.
CARLCHRISLOCK,Ph.D., Associate Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 1939-44; Tracy J y i o r College,
1947-48; Augustana College, Sioux Falls, S. D., 1948-5I. A t Augsburg
since 1952.
MARIOCOLACCI,
Th.D., D.Litt., AssocicEte Professor of Clamical Lunguuges
Pontificium Acheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; Universiy of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mario Pagano College and Normal Institute, Campotram, Italy, 1941-49.
A t Augsburg since 1952.
LELANDK. DAHLE, M.S., Instructor in Chemistry
B.A., St. Olaf Colkge, 1950; M.S., Purdue University, 195 2; U. S. Armed
Forces, 1944-46.At Augsburg since 1952.
K. BERNERDAHLEN, A.M., Asso+te Professor of English
A.B., Augsburg College, I 93 I ; A.M., University of Minnesota, I 940,Ad&tional study: Minnesota. Teaching: High School, I 93 I ~39;Crosby-Ironton
Junior College, 1940-41,U. S. Army Air Forces, 1942-45.At Augsburg
since 1941.
IVAN DOSEFF, B.S., Inst11~ctorin Art
B.S., University of Chicago, 1907. Additional study: Art Institute of
Chicago. Teaching: Cornell College, 19 I 8- I 9; Iowa State Teachers College,
1919-21;Luther College, 1922-23; hfimeapolis Art Institute, 1928-30;
University ef Minnesota, 1926-53.A t Augsburg since 1955.
JOAN FAGERLIE,A.M., Instructor in History
A.B., University of Minnesota, 1953; A.M.,
h e s o t a . At Augsburg since 19 5 5 .
1955. Additional study:
JACKFISHER,S.M.M., Instructor in Organ
B.M., University of Texas, 1946; S.M.M., Union Theological Seminary,
r948. A t Augsburg since 1955.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., Universify.of Minnesota, 1949.U. S. Army, 1943-46.
Industrial Engineering work, I 949-53. At Augsburg since 1953.
CLARICEA. FYLLING,B.S., Assistant Librarian
A.B., Augsburg College, 1940;B.S., University of Minnesota, 1941.Teaching: High Schml, 1941-43.
Minneapolis Public Library, 1943-53. At Augsburg since 1953.
DARYLGIBSON, Ph.D., Instructor in Brass Instrummts
B.S., University of -Vlinnmta, 1934; A.M., 1941; PILD., University of
Iowa, 1947.Member of Minneapolis Symphony Orchem, 1934-44.Teaching: University of Iowa, 19.13; University of Monuna, rg47-48;Gustavus
Adolphus College, 1948-52. Ae Augsburg since 1954.
WILLIAM H. HALVERSON,A.B., Th.B., Instructor in Religion
A.B., Augsburg College, I 95 I ; Th.B., Augxburg Theological Seminary,
1955. Teaching: High School, I 95 I -52. Pastor at Northfield, Minnesota.
A t Augsburg since 1955.
CARLR. HAMMARBERG,
A.M., Assistant Professor of Psychology and Education
A.B., Gustavus Adolphus College, I 93 2; A.M., University of Mimesota,
1948.Additional study: Minnesota. Teaching: Bethany College, Lindsborg,
Kan., 1948-53.At Augsburg since 1953.
MELVIN A. HELLAND,S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, .see Theological
Seminary Faculty listing.
LOIS M. HCTC~~~NCS,
Ph.D., Assistant ILrofessorof Biology
A.B., Mount EIolyoke College, 1927; A.M., Columbia University, 1935;
l'h.D., Cornell University, 1944. Additional study: Vermont, Newark
College of Engineering, Washington, Minnesota. Teaching: New York
University, I 946-48; Drew University, I 948-49; Kansas Wesleyan University, 1949-52;Blackburn College, 1952-14.At Augsburg since 1954.
K n w KHIN JENSEN, A.M., instructor in History
A.B., University of Rangoon, Rangoon, Burma, 1947; A.M., Bucknell
University, I 9 I. Additional study: University of Wisconsin. A t Aug~burg
since 1955.
MILDRED V. JOEL, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of: Minnesota, 1947.
Additional study: Saskatchewan, Minnesota. Teaching: High School, 194146. At Augsburg since 1947.
VERNE- KAUPANG,A.M., lnstrlcctor in Education
A.B., Gustavus Adolphus College, 1925; A.M., r 928. Teaching: Braham,
and Minneapolis H,igh Schools. At Augsburg since 19 5 5.
RALPH KERSTEN,D.D.S., Insfrucfor in Health
D.D.S., School of Dentistry, University of Minnesota, 1939. Private practice, 1939-42;O&cer, U. S. Navy, 1942-46.At Augsburg since 1955.
MIMI B. KINGSLEY,A.M., Assistant Professor of Spanish
A.B., Maryville College, r936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner. College, Staten
Island, N. Y., 1941-42;Friends School, Brooklyn, N. Y., 1946-47. At
Augsburg since I 947.
1 BERNHARDT
J. KLEVEN,Ph.D., Professor of History and Political Science
.
.
rr
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
1941. Additional study: Harvard. Teaching: High School, 19223 5 ; Wheaton College, 1946-47. At Augsburg, 1937-46, and since 1947.
I Ph.D.,
I
BJARNEE. LANDA,Ph.D., Associate Professor of Germanic Langwrges
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952. Teaching: High School, 1930-3 I ; Universi,ty of M i ~ e s o t a ,1938-425 Fisk University, 1945-47. U. S. Wee of Censorship, 1942-45. A t Augsburg since
1947CARLW. LANDAWL,M.Mus., Instructor in Mmic
A.B., University of Minnesota, 1931; B.Mus., Columbia School of Music,
Chicago, 1933; KVZMuc;,. 1934; B.D., California Baptist Theological Seminary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D., 1940-42; Northwatern Schools, h h n e apolis, 195-. A t Augsburg since 1952.
ROBERTE. LARSEN,A.M., Assistant Professor of Philosophy
A.B., Luther College, Decorah, Iowa, 1944; A.M., University of M b sota, I 9 5 2. Additional study: Minnesota. Teaching: Waldorf College,
1946-48. At Augsburg since 1953.
GERTRUDE
S. LUND,A.M., Assistant Professor of Secretarial Science
A.B., Augsburg College, 1936; A.M., University of Minnesota, 1951.
Teaching: High School, 1943-45; West Central School of Agriculture,
Morris, 1945-47; Duluth Business University, 1947-48; High School, 194849. At Augsburg since 1950.
BRUCELUNKLEY,B.S., Instructor in Music
B.S., University of Minnesota, 195I . Additional study: Minnesota. A t
Augsburg since r 9 5 5.
ANNE MADSEN,A.M., Instructor in Englisb
A.B., University of California, Berkeley, California, 1944; A.M., University of Utah, 1949. Teaching: High Schools, 1945-46 and 19f1-54;
University of U,tah, 1946-49; St. Olaf College, 1954-51. At Augsburg
since 1951.
JOHN MILTON, A.M., Instructor in English
A.B., University of Minnesota, 1948; A.M., 1951. Additional study:
Minnesota. Armed Forces, 1943-46. At Augsburg since 1949.
GERDAMORTENSEN,A.M., Dean of Women with rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-3 5. At Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50, A t Augsbufg since
1922.
E ~ C.R NELSON,M-Ed., Associate Professor of Physical Education and Coach
of Fmtball and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41.U. S. Army, 1941-46.A t Augsburg since
H ~ L F I Y.
N NE~SOX,
Ph.I)., Asroci~tfProfessor of H m E m i e s
B.S, University o f h e s o t a , r938; M.S., r 9 e ; Ph.D., 1952. Teaching:
H i ~ hSchool, 1938-42; W ~ r m
Michigan Cokege, ICalamazw, 1942-44;
Uni~ersiryof California, 1944-46; Iowa Starc Teachem College, Su 1948,
1949. A t Augsburg since 1951.
IVERB. OLSON,A.M., Th.B., Associate Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ZETA Oswam, B.Sc., Insfmctor in Humma Anatomy
B.Sc., University of Albertu, 1949. Additionat srudy: M i n n m ~Taching:
Rap] Alexandra Hospital, Ednwnron, Albenn, School of Nursing, 1949$ 2 ; School of Nursing, St. -Michael's I-lospiral, Lethbridge, -Alberta, 195254. At Augsburg since 1915.
KARLISOZOLINS,A.B., Th.B., Instructor in Religion
A.B., Augsburg College, 195 I ; B.Th., Augsburg Theological Seminary,
1952. Additional study: Mshnesota. At Augsburg since 1955.
ANNE PEDERSON,
A.M., Associate Professor of English
A.B., Augsburg College, 1932 ; A.M., University of Minnesota, 1945.Additional study: Minnesota, Columbia. Teaching: High School, 1945-46;
San Mateo Junior College, California, one semester, 1946. At Augsburg
1932-44,and since 1946.
LAVONNE PETERSON,A.M., Assistant Professor of Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 19f3.Additional study: Minnesota, Montana, MacPhail School of Music. A t Augsburg
since 1950.
M
~
QUA~WCH,
R
~
PhD., Professor
of
Ed?~cution
University of Minnesota, 1933;Ph.D.,
A&.,Aug~burgCollege, TgZ9;
rgvz. High Schonl administration, Manmtitle, Minn., 1929-36. Teaching:
valdorf College, 1936-38. Reghcrar, Awgsburg College, 1939-46;Dean,
1942-46 and since 1950. At Augsburg since 1938.
DONALDREIMER,A.B., lnsfructor in Physical Education
A.B., Augsburg College, 1953. U. S. Army, 1953-55-Additional study:
Minnesota. At Augsburg since 195 5 .
RODERICKROBERTSON,
A.M., Instructor in Speech
A.B., h e l l University, 1950; A.M., Cornell University, 1954. Additional study: Oxford University, England. Teaching: Come11 University,
1953-54; Oxford English Center, summer session, 1955. A t Augsburg
since 1955.
LELANDB. SATEREN, A.M., Professor of Mwic
A.B., Augsburg College, 193 ; A.M., University of Minnesota, 1943.Additional study: Comfition with Donald Ferguson (Minneapolis), I 94I -43.
Teaching: High Schml, 1935-39.Miusic Director, Radio Station KUOM,
University of Minnesota, 1940-43.Educational Dirqtor, Civilian Public
Service, 1944-46.At Augsburg 1941-43,and since 1946.
A. MAYOSAVOLD,A.B., Assistant Professor of Mwic
A.B., Luther College, 1941.Additional study: N o d Dakota, Minnesota.
Teamchiig: Benson County Agriculture and Training School, Maddock, N.D.,
1934-37;Lamberton Public Schools, 1941-42and 1946-48. U. S. Armed
Forces, 194.2-45; Glenwood Public Schools, 1948-52. At Augsburg since
1912RUTH SEWLSON,M.S., Professor of Home Economics
B.S., University of Minnesota, 1925; M.S., 1938. Additional study: Minesota and Syracuse University. Teaching: High School, 1925-28;University of Minnesota, 1928-44;Washington State College, Summer 1936.
A t Augsburg since 1944.
GEORGESOBERC,A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Semkary, 1950.
Additional study: Minnesota. At Augsburg since 1926.
PAUL G. SONNACK,A.B., Th.B., Associate Professor of Religion
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
S.T.M., Ph.D., Professor of Religion
JOHN M. STENSVAAG,
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
MERTONP. STROMMEN,
A.M., Th.B., Lecturer in Religion
A.B., Augsburg College, 1943 ; C.T., Augsburg Theological Seminary,
1944; Th.B., 1951;A.M., University of Minnesota, 1955. Pastor, Mora,
Minnesota, 1944-47.At Augsburg since 1947.
WENDELLSWANSON,
A.B., Instructor in Reed lnstruments
A.B., University of Minnesota, 1939. Teaching: Minneapolis College of
Music, 1944-.At Augsburg since 1955.
JOHN THUT, A.B., M.Mus., Assistant Professor of Voice
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929;M.Mus., 1936.Additional study: Minnesota. Teaching: Bethel ColColorado State
lege, 1924-27;American Conservatory of Music, 1931-44;
College of Education, 1946-47.YMCA War Prisoners Aid, England and
Belgium, 1944-46.At Augsburg since 1947.
OLAF H. SWENSON,A.M., Instructor in Sociology
A.B., Gustavus Adolph- College, 1943; A.M., University of Minnesota.
1950. Teaching: Gustavus Ad,olphus College, 1947-49, 1950-1 I . Probation
Ofice, Hennepin County, 195 I-. A t Augsburg since 1953.
A.M., Associate Professor of Library Science
AGNESB. TANGJERD,
A.B., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 1922-28.
Teaching: High School, 1929-3 6. Eau Claire Public Library, 193 6-3 8.
A t Augsburg since 1940.
A.M., Associate Professor, of English
GERALDH. THOKSON,
A.B., Augsburg College, 1943 ; A.M., University of Minnesota, I 948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia. U.
Army, 1943-46. Teaching: Wagner College, 1951. A t Augsburg since 1946.
s.
VERA THUT, B.Mus., Instructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: Amer,ican Con$ervatory of Music and Minnesota; Master Class Work with
Silvio Scionti; Robyn Normal Teachers Training Course; studied under
Kurt Wanieck. Teaching: American Conservatory of Music, 1926-46;
Colorado State College of Education, 1946-47. A t Augsburg since 1947.
JOEL
S. TORSTENSON,
A.M., Associate Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940. Additional study: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, I 945 -47. A t Augsburg 1938-42, a'nd since
A.M., Assistant Professor of Psychology and EducaMARVINE. TRAUTWEIN,
tion
A.B., University of Nebraska, 193 y ; A.M., Columbia, 1940. Additional
study: H a n a r d , Hawaii, Minnesota. Teachi,ng: High School, 1936-42;
Dean, Norfolk Junior College, 1942. Staff, Education and Training O&cer,
V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50, and 1953-55. U. S. Army Air Force, 1942-46.
A t Augsburg since 1950.
ERLINGJ. URDAHL,A.M., Associate Professor of Biology and Psychology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Falls, Minnesota, 1935-41. A t Augsburg since 1943.
SCOTTD. WALTON, Ph.D., Assistant Prof essm of Business Administration and
Economics
B.S., University of htinnesota, 1947; M.B.A., H a n a r d University, 1949;
Ph.D., Iowa State College, 1953. Teaching: Iowa State College, 1949-52.
University of Minnesota, 1952-53. A,t Augsburg since 1953.
ANDERSKVAMME,A.B., Graduate Assistant in Mdthematics
A.B., Augsburg College, 1954. Additional study: Minnesota. A t Au:gsburg
since 1955.
GRADUATES
COLLEGE, 1954
With the degree of Bachelor of Arts
Aasen, E, Hildegarde . . . . . . . . . .Winger
Allar, Donald J. . . . . . . . ..Minneapolis
Anderson, Donald Walter ....... Wayzata
Anderson, Arthur Leroy . . ..Minneapolis
Anderson, Janice A. . . . . . . . .Minneapolis
Anderson, Theodore Wayne .- .St. Paul
.
Becker, Louis Oliver . . . . . .St. Louis Park
Berntsen, Ruth Ann ........ .Minneapolis
Blake, Shirlee Arlene . . . ..Ottawa, Ill.
Botko, Witlard John . . . . . . . .Minneapolis
Carlson, Erwin L. . . . . . . . . . . .Minneapolis
Carlson, Roger E. . . . . . . . . .Minneapolis
Chilstrom, Herbert W. . . . . . . . . . Litchfield
Dill, Donald John . . . . . . . . . . . ..Elk River
Dorr, Ardis S. . . . . . . . . . . . . . . .Mentor
Eldal, Phyllis S. . . . . . . . . . . ..Minneapolis
Elness, S. Jerome . . . . . . . . . . . . ..Garfield
Erlandson, Wallace Emerson . .Minneapolis
Evenson, Leland Elroy . . . . . . . . . . Hanska
Fisher. George William ........ ..Morris
Froiland, David C. . . . . . . . ..Minneapolis
Fullerton, Gerald LeRoy . . , .Minneapolis
Gante, Marshall Henry . . . . . .Minneapolis
Gustafson, Violet E. . . . .McGregor, N. D.
Hafstad, Wallace LeRoy . . . . . . .Hawley
Hamberg, Elaine Lorella .Williston, N. D.
Harkman, Maryls Ann . . . . . . ..Cokato
Harrison, Jean L. . . . . . . . . . Minneapolis
Helland, Florence . . . . . . .Binford,
.
N. D.
Hibbard, Gerald Cletus . . . ..Minneapolis
Hielmeland, Selmer Jerome
Williston, N. D.
Hoeft, Robert Louis . . . . . . . . . . . .Shafer
Holmberg, Richard Daniel . . .Minneapolis
Huglen, Erling S. 8.
. . . . .Newfolden
Hushagen, Orpha L. A.
. . . . . . ..Gonvick
Ingman, Robert C.
Isaacson, Edsel C.
. . . . . . . .Minneapolis
. . . . . . - - . ..St. Paul
. . . ..Minneapolis
Jacobson, Luther H.
Jensen, Alice K. . . . . . . . .Rosemount
Johnson, Marcellus L.
Newman Grove, Neb.
Johnson, Marjorie A. . . . . . . .Minneapolis
.Minneapolis
Johnson, Richard Jerome
..
Kleven, Lowell H.
.Blanchardville. Wis.
Knudson, Noel M. . . . . . . . . . .Minneapolis
Knutson, Maryan Alberta . . .Granite Falls
Kylla, Valborg Louise . . . . . . . . . . . Kenyan
Langseth, Robert Vern . . .Argusville, N. D.
Larson, Arlene J. . . . . . . . . . . . . .Wadena
Larsson, Kentan Dale . . . . . ..Taylors Falls
Lodahl, Helen M. . . .Medicine Lake, Mont.
Lusk, George W. ............ .St. Paul
Lyngdal, Colette M. . . . . . . .Minneapolis
Marquardt, William G. . . . . . . . St. Paul
Mathiason, Alan . . . . . . . . . .Warthington
Mattison, Robert T. . . . . . . . . .Minneapolis
Melby, Naomi E. . . . . . . . . .Lake Lillian
Mickelberg, E. D. . . . . . Onalaska, Wis.
Munson, Paul C. . . . . . . . . . . .Minneapolis
Myhre, Richard Thomas . . . . .Minneapolis
Nelson, Gordon Arlen ...... .Minneapolis
Nelson, Janet A. . . . . . . . . . ..Ellendale
Nelson, Marion Jane . . . . . . .Minneapolis
Northfelt, Richard A. . . . . . . .Minneapolis
Norum, Donald Allan .......... .Hallock
~ y $ u s , Edward Obert . Cumberland, Wis.
Nystuen, Winifred H.
Erickson, Man., Can.
Olesen, Esther . . . . . . . .
Olson, Julian Richard . .
Oudol, Yvonne Maureen
.Racine, Wis.
. . . Minneapolis
. . .Minneapolis
Parkhurst, Milford Charles. .Mondovi, Wis.
Patterson, Robert James . . . . . . . . . Lucan
Peterson, Lloyd Evans . . . . . . . . .St. Paul
Phillips, Merton C. . . . . . . Excelsior
Porten, Horace A. . . . . . . Alvarado
Pousi, Ruth Miriam . . .
. . . . Dossel
Pribble, Fred C.
. . , . . . . . . . . ..Austin
Reimer, Donna Erickson . . . . . . Duluth
Reinertson, Arlene Kathryn . . .Moorhead
Robertorye, Paulette . .Whitefish, Mont.
Rolf, Louis . . . . . . . . . . . . . . .St. Paul
Ronningen, Morlene Ann . . .Carpio, N. D.
Rust, Gary Roger . . . . . .Harwood, N. D.
Saari, Corwyn Jane . . . . . .Minneapolis
Sandness, Albert J. Jr.
LaMoure, N. D.
Sandquist, Shirley Kathryn . . .Cambridge
Seaver, John Edson . . . . . . Minneapolis
Sevold, Raymond Hove . . . . . Minneapolis
Shiell, James Lester . . . . . . . . . .Hoffman
Siege!, David Howard . . . . Minneapolis
Skogen, Clyde Lester . . . . . . . . . .Isle
Skovholt, Ardelle Elaine
Mooreton, N. D.
Soiseth, Marilyn H. . . . . . Williston, N. D.
Sonsteng, Ruth . . . . . . . . .Salol
Sorenson, James Arthur . . . . Eleva, Wis.
Strande, Nels A. D.
,
. Braoten
Thoreson, Allan Robert . . . . . . . . .Peterson
Thorson, Arthur William . . New Brighton
Tjornhom, Barbaro Lou . . . . . . . . .St. Paul
. . Minneapolis
Trelstad, Jerome Conley
Twiton, Robert E. . . . . .Sun Prairie, Wis.
Undseth, Morvin Sylvester . . .Minneapolis
Vick, Oliver Karl
. . . . . Spring Grove
Walker, Marilyn Kvam . . . . . .Minneapolis
Warner, Ruth Elaine . . . . . . .Duluth
Westphal, Joanne Carolyn . . Madelia
COLLEGE, 1955
With t h e degree of Bachelor of Arts
Aho, Arnold Duane
...
.Minneapolis
Amundson, Robert Edward . .Minneapolis
.Minneapolis
Andersen, Sam C. . . .
Anderson, Curtis M. . . . . . . ..Bruno
Anderson, Donna Louise
.Argyle, Wis.
Anderson, James W. . . . Minneapolis
Benson, John E.
Berge, Mavis S. . . .
Bodin, Wesley James
Bosmoe, Valborg Jean
Bouchard, Janet A.
Bremseth, Janice M.
Briggs, Walter C. . .
Milwaukee, Wis.
Lansebora
Minneapolis
Pierpont, S. D.
Minneapolis
Minneapolis
Minneapolis
Coviness, David C..
Dahlin, Maxine M.
Danger, Mary Jean
Drake, Spencer Ralph
Dronen, Richard Arlen
Egertson, Darrell J.
Eide, Delores Mae
Minneapolis
.
.Cokato
Krueger, Wallace T.
Kvamme, Anders . .
.
. .Minneapolis
Voss, Norway
Larson, Audrey Virginia .
. Robbinsdale
Lelvis, Patricia Marie .
Chatham, Mich.
Lunow, Arthur Alan . . . . . .St. Louis Park
. . . . Dalton
Maeland, Arnulf Julius
Magnuson, Albert Carl
Mahre, Richard A.
.
Martinsen, Ralph W.
Moe, Dorothy R. . . . . . .
Mulliken, John Kitredge
.
Minneapolis
Nelson, Lennart Dean
Nelson, Philip A. ...
Omdahl,
.Minneapolis
Minneapolis
Minneapolis
. . . Dawson
. . St. Paul
. . . .Madelia
Beverly F.
. . . . . . . Fosston
.Stanchfield
.
.Minneapolis
Minneapolis
..
,
Minneapolis
Minneapolis
Pauluk, George . . . .
Peterson, Clinton Jerome
. . Minneapolis
Jackson
Quanbeck, Paul Martin . . . . Minneapolis
Roesler, William Arnold
. . . . . .St. Paul
Holling, Beverly J.
Minneapolis
Sather, Dayne W.
Northwood, N. D.
Halvorson, Arvin H.
Galesburg, N. D.
Skoar, David Wayne . . . . . . .Rockfard, Ill.
Halvorson, Helen A.
Galesburg, N. D.
Hanson, James Edward
Minneapolis
Skjerseth, Donald
.
Brocket, N. D.
Honson, Lee David
Long Prairie
Sneitzer, Robert F.
. . . . . . . . .St. Paul
Hanson, Wallace Leonard
Waseca
Kandiyohi
Soderberg, LaYonne Anita .
Helland, Rachel E.
Thief River Falls
Steinbrecher, Woyne G.
. Minneapolis
Heng, Rolf 0.
Minneapolis
Stensrud, Richord H.
. . Minneapolis
Henjum, Raymond Harris
Hoffman
Strandlie, Wenona : ,
. . . . . Benson
Herman, Robert Marvin
Minneopolis
Holcombe, Thomas Earl
M~nneapolis Thompson, Agnes Elaine
.Minneapolis
Thoreson, Wayne Laverne
Peterson
Jenson, John Richard
Minneopolis
Twedt, Agnes S. . . . . . . . McHenry, N. D.
Jorgensen, Beverly Mae
Delano
Tweet, Agnes Marie .
Tunbridge, N. D.
Kohls, Allan J.'
Minneapolis
Wes?, Kenneth W.
,
Maple Park, Ill.
SEMINARY, 1954
With the degree of Bachelor of Theology
Berkland, Theodore A.
. . Minneapolis
Christopherson, James E.
Valley City, N. D.
Erickson, Stanley R. . . . . . Minneapolis
.
Kollevig, Lloyd C.
Storley, Calvin
. '.
Vaagenes, Morris G. .
. . .Willmar
Roslyn, S. D.
Minneapolis
With the degree of Graduate in Theology
Gudim, Milo D. .
Halverson, Philip J.
. . . . . Mc Ville, N. D.
. . . . . . . Minneapolis
Soli,
John
. .... .
Minneapolis
SEMINARY, 1955
With the degree of Bachelor of Theology
Anenson, LeRoy H.
Halverson, William H.
Johnson, Morris
..
.Minneapolis
Minneapolis
Racine, Wis.
Rokke, David
Thorpe, Gordon
Minneapolis
Aniwa, Wis.
With the degree of Graduate in Theology
Dahle, Norman A.
Oman, Lyman . .
Swonson, Edward E.
.
.
,
.
. . Aitkin
Amery, Wis.
.Minneapolis
Underbakke, Leland
Vaagenes, Carl .
Minneapolis
Minneapolis
STUDENT ENROLLMENT, 1954-1 955
College
First Semester
Class
Eqen
Women
Second Semester
Total
Men
Women
Senior . . . . . . . . .
Junior . . . . . .
Sophomore . . .
Freshman . . . . .
Special
......
Pr. Nurse (S. H.) .
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1954-1 955
Class
Men
..
Senior .
Junior . . .
Sophomore
.
Freshman . ,
Special . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
-
Total
44 1
Women
Total
-
-
364
805
Theological Seminary, 1 954-1 955
Semester I
Men
Third Year
Second Year
First Year
Special
.
Total
Semester II
Men
Total
Men
Total
TOTAL ENROLLMENT, 1954-1955
COLLEGE
Men Students .
Women Students
Total
...
, ,
, ,
,
SEMINARY
Men Students . .
Women Students ,
Total . . . . . .
, , , , . ,
, , ,
, ,
. ,
.
,
. ,
.
.....
. . . . . . . . . . . . . . .
, , , , , , , , ,
..
...............
..
Total enrollment . . . . . . . . . . . . . .
Deducting those counted more than once
. . . . . . . . . . . . . .
....
,
STUDENT ENROLLMENT, 1955-1956
College
Second Semesbr
First Semester
Men
Class
Women
Total
Men
Senior . . . . . . .
Junior . . . . . . . .
Sophomore . .
Freshman . . .
Speciol . . . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
Total College Enrollment, 1955-1956
Men
. . . .
Senior
Junior
.......
Sophomore . .
...
Freshman
Special . . . . . .
Fr. Nurse (S. H.)
Fr. Nurse (D. H.)
Jr. Nurse (D. H.)
Total
495
Women
386
Total
Women
Total
Theological Seminary, 1 955-1956
Semester I
Msn
Men
Third Year
......... 6
Second Year . . . . . . . . .
10
11
First Year . . . . . . . . . .
Special
............1
Total
..............
Total
Semester II
Men
6
6
10
11
10
11
1
-
-
27
28
28
TOTAL ENROLLMENT, 1955-1956
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
.
.
.
.
.
......
.................................
SEMINARY
Men Students .
Women Students
.......................................
. . . . . . . . . . . . .
............
Total
Total enrollment . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once
SUMMARY OF GRADUATES
SEMINARY
Graduates-1870-1953
..
Graduotes-1954
..
Graduates-1955
Total
.
.
. . . . . . . 629
.
................
, , , , , , ,
...
.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
10
648
COLLEGE
Total
Total Graduates
21 12
2760
INDEX
Page
Academic. Administration . . . . . . 33
Accounts. Payment of . . . . . . . . . . 16
Accreditation . . . . . . . . . . . . . . . . . . 5
Admission. College . . . . . . . . .
33
Admission. Seminary . . . . . . . . . . 94
Administration . . . . . . . . . . . . . . 105
.
Administrotive Staff
. . . . . . . . . . . .105
Advanced Standing . . . . . . . . . 34
Aims. Fundamental . . . . . . . . . . . 7
Alumni Association. The . . . . . . . . . 10
Archives. The . . . . . . . . . . . . . . 1 1
Art . . . . . . . . . . . . . . . . . . 23. 71
Athletics . . . . . . . . . . . . . . . . . . . . . .31
Attendance. Chapel . . . . . . . . . . 21
Attendance. Class . . . . . . . . . . . . . .37
Audio-Visual Education . . . . . . 12
Augsburg Foundation. The . . . . . . . 10
Awards . . . . . . . . . . . . . . 18 32
.
Band . . . . . . . . . . . . . . . .
30. 70
Biology. Department of . . . . . . . . . . 86
Board. Estimate of Cost . . . . . . . . . . 14
Board of Trustees . . . . . . . . . . . . . . .1M
Buildings . . . . . . . . . . . . . . . . . . . . . . 10
Business Administration. Curriculum
. 46
Business Administration. Economics. and
Secretarial Studies. Department of . . 80
Calendar . . . . . . . . . . . . . . . . . . . . .
3
Cancellation . . . . . . . . . . . . . . . . . . . . . . 35
Chapel Service. The . . . . . . . . . . .
21
Chemistry . . . . . . . . . . . . . . . . . . . . . . . 88
Choir . . . . . . . . . . . . . . . . . . . . . ..30 70
Choral Club . . . . . . . . . . . . . . . . . .30. 70
Christian Education and Sociology . . 103
Church History (Seminary) . . . . . . .
100
Classical Languages. Department of . . 59
Classification . . . . . . . . . . . . . . . . . . . 36
Clubs
29
Co-curricular Program . . . . . . . . . . . 29
Committees of the Faculty . . . . . . . . .106
38
Conditions . . . . . . . . . . . . . . . . . . . .
Contents, Table of . . . . . . . . . . . . .
4
9
Control, Financial Support and . . . .
Convocation . . . . . . . . . . . . . . . . . . . . 22.
Counseling . . . . . . . . . . . . . . . . . . . 23
Course Fees . . . . . . . . . . . . . . . . . 15
Courses of Study, College . . . . . . . 53
Credits . . . . . . . . . . . . . . . . . .40, 53
. 42
Curriculums . . . . . . . . .
.
Debate . . . . . . . . . . . . . . . . . . 30.
Deficiencies . . . . . . . . . . . . .
...
Degree. Bachelor of Arts . . .
..
Dentistry. Pre-Dental Courses . . .
64
34
39
50
Page
Diaconate . . . . . . . . . . . . . . . . . . 48
Dining Hall . . . . . . . . . . . . . ..11. 26
Discipline
. . . . . . . . . . . . . . . . . . 27
Distinction. Degree with . . . . . . . 41
Divisional Organization . . . . . . . . . . 54
Drama . . . . . . . . . . . . . . . . . . . . . .29. 64
Economics . . . . . . . . . . . . . . . . . . 80
Education . . . . . . . . . . . . . . . 77
Educational Plant
. . . . . . . 10
Electives . . . . . . . . . . . . . . . . . . . . . . 40
Elimination of Students
. . . . . . . 36
. . . . . . . 20. 26
Employment Service
Engineering. Pre-Engineering Course . . 50
E.nglish. Department of . . . . . . . . . . . 60
English Proficienq . . . . . . . . . . . . . . . 40
Enrollment . . . . . . . . . . . . . . . . . .118
Entrance Requirements. College
. . 33
Evening School . . . . . . . . . . . . . 13
Examinations . . . . . . . . . . . . .37. 38
Expenses . . . . . . . . . . . . ..14. 16. 95
Faculty. The . . . . . . . . .
-107
Fees
...................
15
17
Financial Assistance . . . . . .
Financial Information . . . . . . . . . . 14
Financial Support and Control
9
Food Service . . . . . . . . . .
2 6
Forensics . . . . . . . . . . . . .
30
Foundation. Augsburg
. . . . . . 10
French . . . . . . . . . . . . . . . . . . . .
67
.
.
.
7
Fundamental Aims .
General Information . . . . .
.
5
Geography . . . . . . . . . . . . . . 74
German. Department of . . . . . . . 65
Grade Values
..............
38
Graduates . . . . . . . . . . . . . . . . . . . . .115
Graduates-(1 870-1955)' Summary of 120
Graduation Requirements. College . . 39
Grants-inuid . . . . . . . . . . . . . . . . . . . 19
Greek . . . . . . . . . . . . . . . . 59
. . . 91
Health and Physical Education
Health Service . . . . . .
. . . . . . 25
. . . . . . . . . . . . . . . . 60. 98
Hebrew
High School Teaching. Curriculum
. . 44
Historical Sketch . . . . . . . . . . . . 6
History . . . . . . . . . . . . . . 72
Home Economics. Department of . . . . 83
Home Economics. Vocations in . . . . 45
Homiletics . . . . . . . . . . . .
. . .102
Honor Points . . . . . . . . . 38. 40
Honors . . . . . .
. . . . . . .32.41
. . . . . .
-13
Hospital Affiliation
Housing
. . . . . . . .
26
P&s
.........
59
Incompletes . . . . . . . . . . . . . . . . . . . . . .
Intercollegiate Activities. Purpose and
Philosophy of . . . . . . . . . . . . . . . .
38
Humanities. Division of the
Journalism
.......................
31
63
Lower Division Requirements ........ 39
Laboratories. Natural Science . . . . . . . 12
Latin . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
Law. Pre-Low Courses . . . . . . . . . . . . . .46
Library
12
Library Science ................... 79
Loan Funds ...................... 17
Location . . . . . . . ., . . . . . . . . . . . . ..5, 123
Male Chorus . . . . . . . . . . . . . . . . . .30. 70
Mathematics. Department of . . . . . . . . 90
Medical Staff . . . . . . . . . . . . . . . . . . . . 106
Medical Technology . . . . . . . . . . . .13. 48
Medicine. Pre-Medic Courses . . . . . . . 51
Membership in Educational Associations 9
Ministry. Preparation for the . . . . .42. 95
Minors . . . . . . . . . . . . . . . . . . . . . . . . . .
40
Missionary Work. preparation for . . . 43
Museum. The ..................... 1 1
Music. Department of . . . . . . . . . . . . . . 68
Music Fees . . . . . . . . . . . . . . . . . . . . . . 15
Music. Organizations .......... .30. 70
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . . . . . .
New Testament (Seminary)
Norwegion. Courses in ..........
Numbering of Courses . . . . . . . . . .
Nursing. Pre-Nursing Courses
Nursing. Affiliation with Schools of
......
....
Old Testament (Seminary) .......
Oratory
..................... .30. 64
Organ . . . . . . . . . . . . . . . . . . . . . . . . . .
70
Organizations. Student ............ 29
Orientation ................... .25, 77
Parish Work. Preparotion for ....... 43
Pastoral Theology ................. 101
Payment of Accounts . . . . . . . . . . . . . 16
Personnel Services. Student
23
Philosophy. Department of .......... 57
Physical Education. Department of
Health and . . . . . . . . . . . . . . . . . . . . 91
Physical Sciences. Department of ..... 87
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Piano ...........................
70
Placement Service for Graduates
26
Plant
10
Political Science
74
Polity, Worship. and Parish Work ..-102
Practical Theology ................ 101
.........
.....
...........................
...................
p
w
95
18
rre-seminary Curriculum ........ 4 2
Prizes. Scholarships and ............
Probation . . . . . . . . . . . . . . . . . . . . . . . .
Psychology . . . . . . . . . . . . . . . . . . . . . . .
Publications . . . . . . . . . . . . . . . . . . . . . .
Purpose .........................
*
76
28
5'
.............
Recreational Activities
22
Records . . . , . . . . . . . . . . . . . . . . . . . . . 25
Refunds . . . . . . . . . . . . . . . . . . . . . . . . . 17
Registration . . . . . . . . . . . . . . . . . . . . . . 35
Registration, Change of
35
Religion and Philosophy, Division of . . 55
Religious Program . . . . . . . . . . . . . . . . 21
Residence Requirement . . . . . . . . . .,
41
Eomance Languages, Department of .. 67
Room Costs . . . . . . . . . . . . . . . . . . . . . . 14
............
..
Scandinavian Language and Literature 66
Scholarships and Prizes . . . . . . . . . . . . 18
Secretarial Studies . . . . . . . . . . . . . . . . 82
Secretarial Work Curriculum ........ 52
Seminary. Admission .............. 94
Seminary. Faculty .................107
Seminary. Courses of Study . . . . . . . . . 97
Seminary. Expenses . . . . . . . . . . . . .14. 95
Seminary. Graduation and Degrees . . 97
Seminary Internship . . . . . . . . . . . . . . 96
Social and Recreational Activities . . . . 22
Sociology. Department of . . . . . . . . .
Social Sciences. Division of the .....
Social Work Curriculum . . . . . . . . . . .
Span . . . . . . . . . . . . . . . . . . . . . . . . . . .
Spanish . . . . . . . . . . . . . . . . . . . . . . . .
Special Programs of Study . . . . . , . .
Speech, Department of . . . . . . . . . . .
Student Activities, Coordination of . .
Student Community Life . . . . . . . . . . .
Student Government
27
Student Personnel Services . . . . . . . . . . 23
Student Society. The . . . . . . . . . . . . . . 27
Systematic Theology . . . . . . . . . . . . . . . 100
...............
Table of Contents . . . . . . . . . . . . . . . . . 4
Teacher's Certificate . . . . . . . . . . . .44. 77
Teaching Curriculum . . . . . . . . . . . . . . . 44
Testing . . . . . . . . . . . . . . . . . . . . . . .25. 37
Theology. College Preparation' for 42. 95
Theological Orientation Courses . . . . . 97
Theological Seminary. Augsburg
94
Transfer and Advanced Standing 34. 95
Trustees. Board of ................ 104
Tuition and Fees
14. 15
....
..............
University Courses ................
Upper Division Requirements ........ 40
.............
Veterans. Admission of
34
Voice ........................... 71
Augsburg College is located on Twenty-first Avenue South between
Seventh and Eighth Streets South with administrative offices located in
Science Hall on Seventh Street at Twenty-first Avenue South.
The college may be reached, via public transportation on the following lines:
1. The Franklin bus to Twenty-first Avenue South and Franklin
2. The Minnehaha Falls or Fort Snelling bus to Twenty-first Avenue
South and Riverside
3. The Plymouth-East Twenty-fifth Street bus to Seventh Street and
Cedar Avenue
4. The Olson Highway bus to Seventh Street and Cedar Avenue
Main Switchboard-Science
Hall
*
,
*
*
Hours: Monday through Friday-7:55
Saturday-8:30
Dormitories
Memorial Hall:
-
, ,
.
,
,
,
a.m. to 5:00 p.m.
a.m. to 12:30 p.m.
.
.
.
Alpha House ...............................................................................
Beta House
EE 8.0501
F
............
3.9143
3.9052
Gamma House ................................................................................ I
? 3.91 12
Delta House .................................................................................... FE 2,9949
Miriam House
-FE 2.9229
Morton Hall ....................................................................................E
2.9590
Residence for Women .......................................................................... E
2-9161
Library ......................................................................................................
E
8.0505
Health Office .........................................................................................
E
6.2468
ADMISSION TO THE COLLEGE-Requests for bulletins, application blanks, application for employment blanks, information regarding registration and admission procedure
and requirements for admission.
OFFICE OF ADMISSIONS
ADMISSION TO THE SEMINARY-Information
for admission to the Theological Seminary.
and requests
SECRETARY OF THE THEOLOGICAL FACULTY
EVALUATION OF CREDITS--Transcripts of credits, requirements for graduation, transfer of credits, scholastic progress, and withdrawal of matriculated students.
OFFICE OF THE REGISTRAR
HOUSING OF STUDENTS-Questions pertaining specifically
to housing and dormitory life.
DEAN OF STUDENTS
For information that does not appear to be covered above
AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
-
CALENDAR
1956
1957
SEPTEMBER
S M T W T F S
............ 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 1 9 2 0 2 1 22
23 24 25 26 27 28 29
30
OCTOBER
.. 1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 21 . . . . . .
JANUARY
S M T W T F S
.... 1 2 3 4 5
6 7 8 9 1 0 1 1 1 2
13 14 15 16 17 18 19
2 0 2 1 2 2 2 3 2 4 2 5 26
27 28 29 30 31 . . . .
NOVEMBER
.... ,... 1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 1 9 2 0 2 1 2 2 2 3 2 4
25 26 27 28 29 30 . .
DECEMBER
............ 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 1 9 2 0 2 1 22
23 24 25-26 27 28 29
30 31 . .', . . . . . . . .
MARCH
............
FEBRUARY
JUNE
.........- 1 2
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 27 28
8
15
22
..
5 6 7 8 9
12 13 14 15 16
1 9 2 0 2 1 22 23
26 27 28 29 30
APRIL
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 . . . . . . . .
4
11
18
25
..
1957
NOVEMBER
JANUARY
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 3 0 3 1 . .
FEBRUARY
............ 1
2 3 4 5 6 7 8
9 1 0 1 1 12131415
16 17 18 19 20 21 22
23 24 25 26 27 28 ..
2
9
16
23
30
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 27 28
1
8
15
22
29
............
JULY
1 2 3 4 5 6
7 8 910111213
14 15 16 17 18 19 20
21 2 2 2 3 2 4 2 5 2 6 2 7
28 29 30 31
AUGUST
. . . . . . . . -1 2 3
4 5 6 7 8 9 1 0
11 12 13 14 15 16 17
18 1 9 2 0 2 1 2 2 2 3 24
25 26 27 28 29 30 31
..
......
1
8
15
22
29
MAY
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31 ..
JUNE
............ 1
2 3 4 5 6 7 8
91011 12131415
16 17 18. 19 20 21 22
23 24 25 26 27 28 29
30 . . . . . . . . . . . .
JULY
.. 1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 2 4 2 5 2 6 2 7
28 29 30 31 . . . . . .
.. 1 2 3 4 5 6
........ 1 2 3
7 8
14 15
21 22
28 29
4
11
18
25
......
MARCH
3
10
17
24
4
11
18
25
1
8
15
22
29
2
9
16
23
30
1
8
15
22
29
DECEMBER
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
23 24 25 26 27
30 31 . . . . . .
7
14
21
28
5 6 7
12 13 14
192021
26 2 7 2 8
............
1958
SEPTEMBER
S M T W T F S
1 2 3 4 5 6 7
8 91011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 . . . . . . . . . .
OCTOBER
.... 1 2 3 4 5
6 7 6 9 1 0 1 1 1 2
13141516171819
20 21 22 23 24 25 26
27 28 29 30 31 . . . .
..........
9
16
23
..
.......... 1 2
3
10
17
24
MAY
S M T W T F S
...... 1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19 2 0 2 1 2 2 2 3 2 4 2 5
26 27 28 29 30 31 . .
............
2
9
16
23
30
3
10
17
24
4
11
18
25
5 6 7
12 13 14
192021
26 2 7 2 8
............
APRIL
..
9
16
23
30
10
17
24
..
11 12 13
18 19 20
25 26 27
......
......
AUGUST
5
12
19
26
6
13
20
27
7
14
21
28
8
15
22
29
9
16
23
30
10
17
24
31
A
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FIFTH YEAR
Founded 1869
Catalog Record for 1953-1954
Announcements for
19561955 and 1955-1956
Vol. XVI, No. 3
Catalog Number
April, 1954
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in Ap... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FIFTH YEAR
Founded 1869
Catalog Record for 1953-1954
Announcements for
19561955 and 1955-1956
Vol. XVI, No. 3
Catalog Number
April, 1954
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theologicol Seminary at Minneapolis, Minnesota. Entered as secondtloss matter March
21, 1947 at the post office at Minneapolis, Minnesota, under the act of August 24, 1912.
Accreditation
and Membership in Educational
Associations
Augsburg College is accredited by the
North Central Association of Colleges and
Secondary Schools, the regional accrediting agency. It is approved by the Minnesota Department of Education. It is a
member of the Association of American
Colleges, the National Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of
Minnesota Colleges.
TABLE OF CONTENTS
PAGE
Academic Calendar . . . . . . . .
Board of Trustees . . . . . . . . . .
Administration
4
. . . . . . . . . . . . . . .
. . .
5
. . . . .
.........................
5
. . .
Committees of the Faculty
6
The Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
General Information
..
Financial Information
. . . . . . . . . . . . . . . . . . . . . . . .
Student Community Life .
I
5
.
24
. . . . . . . . . . . . . .
30
. . . . . . . . . . . . . . .
40
The College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Academic Administration . . . . . . . . . . . . . . . .
Graduation Requirements
. .
. . . . . . . . . . .
Curriculums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . .
Divisional Organization .
.
.
.
.
.
44
44
50
53
63
Student Personnel Services
.
.
CoursesofStudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Division of Religion and Philosophy . . . . . . . . . . . . . . .
Division of the Humanities . . . . . . . . . . . . . . . . . . . . . . . .
Division of the Social Sciences . . . . . . . . . . . . . . . . . . . . . .
Division of the Natural Sciences and Mathematics . . . .
64
64
68
81
95
The Theological Seminary . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 3
.
General Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Courses of Study . . . . . . . . . . . . . . !$.!....,+..
,,
. , . . . . . - . .105
..,
Student Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I. I I
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
CALENDARS
For 1954-55and 1955-56
FIRST SEMESTER
I955
I954
Freshman Days
Sept. 9-13
Registration
Sept. 9, 10,
Classes begin
Sept. 14, 8:00 a.m.
Sept. 17
Late Registration Fee
Sept. 17
Oct. 22-24
Homecoming
Oct. 28-30
Nov.
Sept. 9-13
Sept. 9,
13
10, 11,
Sept. 14, 8:00 a.m.
13
12,
End of &st half of Semester
Nov.
Nov. 25, 26
Thanksgiving Recess
Nov. 24, 25
Dec. 17, 4:zo p.m.
Christmas Recess begins
Dec. 16, 4:20 p.m.
1955
Jan. 3, 8:00 a.m.
Classes begin after Christmas
1956
Jan. 3, 8:00 a.m.
Jan. 20-26
College Examinations
Jan. 24-27
Seminary Examinations
Jan. 23-26
Jan. 26
First Semester Ends
Jan. 25
Registration for Second
Semester
Jan. 16-31
10
10
Recess
Jan. 17 to Feb.
I
Jan. 19-25
SECOND SEMESTER
Feb. 2, 8:00 a.m.
Classes begin
Feb.
Feb. 5
Late Registration Fee
Feb. 4
Feb. zz
Washington's Birthday
Feb.
End of first half of Semester
April 4
April
I
I,
8:00 a.m.
22
Easter Recess begins
Mar. 27, 4:2o p.m
April 12, 8:00 a.m.
Easter Recess ends
April 3, 8:00 a.m.
May 27
Seminary Commencement
May 25
College Examinations
May 2 5 to June
May 30
Decoration Day
May 30
May 29
June 3, 8:00 p.m.
Baccalaureate Service
June 3
College Commencement
June 4. 8:00 p.m.
April 6, 4:20 p.m.
May 26 to June
2
I
b
BOARD OF TRUSTEES
REV. ERNESTG. LARSON,President, Minneapolis, Minn.. . Term
REV. CLARENCE
J. CARLSEN, Vice-President, Minneapolis,
Minn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Term
MR. G. S. MICHAELSEN, Secretary, Minneapolis, M i . . . Term
MR. R. E. MYHRE, Treasurer, Minneapolis, Minn.. . . . . . . Term
REV. D. W. LYNGDAL,
Duluth, Minn.. . . . . . . . . . . . . . . . . Term
MR. EVEN OSE, Thief River Falls, Minn. . . . . . . . . . . . .. Term
MR. IVER H. IVERSON,
min not, N. D.. . . . . . . . . . . . . . . . . Term
k v . GEORGEJ. KNUDSON,Marinette, Wis. . . . . . . . . Term
MR. GILBERTBERG, Seattle, Washington . . . . . . . . . . . . . Term
expires 1954
expires
expires
expires
expires
expires
expires
expires
expires
1957
195 8
1956
1958
I 9 54
1955
I 9 56
1957
Advisory Members
DR. T. 0. BURNTVKDT,
President, Lutheran Free Church, Minneapolis, Minn.
DR. BERNHARDCHRISTENSEN,President, Augsburg College and Theological
Seminary, Minneapolis, Minn.
ADMINISTRATION
BERNHARDCHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
MAILTINQUANBECK. . . . .Dean of the Colkge and Director of Veterans Agairs
JOHN M. STENSVAAG.
. . . . . . . . . . . . . . . . . . . .Dean of the Theological Seminary
BURTONP. FOSSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Business Manager
K. BERNERDAHLEN.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Students
GERDAMORTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Women
..fi r . . Efi CL e . . . . . . . .Director of Public Relatims
MILDREDJOEL . . . . . . . . . . . . . . . . . Registra~,Secretary of the General F a d t y
. . . . . . . . . . . . . . . . . .Secretary of the Theological Famlty
MELVINA. HELLAND.
AGNESB. TANGJERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
. . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement
CARL R. HAMMAREERG.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cdlege Pastor
FREDEL WINDMANN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Field Representative
S. V. HJ-ELMELAND
IRWGHOEL.. . . . . . .Purchasing Agent, Supervisor of Buildings a d Grounds
AINO SINKO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Sewice
BERNHARDT
J. KLEVEN. . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Musewm
IVER B. OLSON.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Arcbivkt
CARL WOYKE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Publicity Director
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar
.W.
r..
.bd. e . e ..& . . . Admissions Counselor
k\
.IT
-
REV. CLIFFORDM. JOHNSON.. . . . . . . . . . . . . . . . . . Director of Building Fund
ADMINISTRATIVE STAFF
Office Staff: Beatrice Nelson, Secretary to the President and the Dean of the
College; Arthur C. Engen, Bookkeeper; Lyla Bratland, Secretary to Business
Manager; Bertha Lilehei, Secretary, Student Personnel Office; Lyla Olson, Secretary, Public Relations Office; Tena Mehus, Clerk, Registrar's m c e ; Mrs.
Arnold Drange, Secretary, Placement Bureau; Joyce Nelson, Secretary, Admissions Ogce; Ruth Hanson, Secretary, Building Fund Office; Borghild Estness,
Secretary, Registrar's Office; David Rokke, Student Employment Manager; Mrs.
Erna Staub, Secretary, Library; Donna Storley, Faculty Secretary, Mimeographing; Mrs. Mavis Hafstad, Receptionist and Switchboard Operator.
Resident Counselors in Dormitories: Memorial Hall, Lloyd Kallevig; Sivertsen Hall, Mrs. Eleanor Cotton Miller; Miriam House, Miriam Majander; Morton
Hall, Darlene Deem; Edda House, Alice Swenson.
Supervisor of Hmekeeping: Olga Hermunslie.
MEDICAL n A F F
Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swenson, R.N.,
Nurse; Bernice Olson, R.N., Assistant Nurse.
COMMITTEES OF THE FACULTY
Administration: Christensen, Quanbeck, Stensvaag, Dahlen, Fosse, C. Strommen,
Miss Mortensen, Miss Joel.
Curriculum: M. Quanbeck, Christensen, Nash, Olson, Stensvaag, Kleven, Miss
Joel.
Admissions and Scholarship: Miss Joel, Quanbeck, Thorson, Nash, Hammarberg.
Student Personnel: Dahlen, Miss Mortensen, M. Strommen, Savold, E. W. Anderson, Hammarberg.
Library: Helland, Miss Pederson, Landa, Aldre, Chrislock.
Athletics: Soberg, E. W . Anderson, Bertness, M. Strommen, Walton.
Social: Mrs. Fylling, Miss Mortensen, Dahle, Mrs. Bergman, Mrs. Peterson.
Studies: Miss Joel, Trautwein, R. Anderson, Colacci, Mrs. Nelson.
Convocations: Thut, Miss Lund, Sonnack, E. Nelson (student members also
included in this committee).
Student-Faculty: Dahlen, Miss Mortensen, Soberg, Miss Segolson (student members also included in this committee).
Teacher Education: Bertness, Urdahl, Sateren, Miss Tangjerd.
Religious Life: Strommen, Sonnack, Landahl (student members also included
in this committee).
1953-1954
Faculty Council: M. Quanbeck, Miss Lund, Miss Pederson, L. Quanbeck, Thelander, Thorson, Chrislock, Dahlen, Hammarberg, Colacci, Mrs. Peterson,
Mrs. Nelson, Savold.
Board-Faculfy Committee: Urdahl, Miss Segolson, Sonnack (Board members also
included in this committee).
The Faculty
AUGSBURG THEOLOGICAL SEMINARY
BERNHARD
M. CHRISTENSEN,
Th.M., Ph.D., President und Professor of Theology
A.B., Augsburg College, 1922; Augsburg Theological Seminary, 1922-25;
ThM., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary
Foundation, 1929. Additional study: Columbia, Chicago, Berlin, G ~ t t i n ~ e n .
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral
work, Broololyn, New York, 1928-30. At Augsburg since 1930. President
since 1938.
~ A R ERMISCH,
L
Ph.D., S.T.D., Professor Emeritw of C h r c h History
A.B., Schwerin, 1897; C.T., Wartburg Seminary, 1900; B.D., Chicago
Theological Seminary, 1914; S.T.M., 1925; S.T.D., 1933; A. M., University of Minnesota, 1925; Ph.D., 1927. Pastor 1900-21. Teaching: Wartburg College, Waverly, Iowa, 1921-25; University of Minnesota, 1925-29.
At Augaburg 1928-1952.
h h ~ v mA. HELLAND,
S.T.M., Ph. D., Professor of New Testommt, Secretary
of tbe Theological Faculty
A.B., Augsburg College, 1915; C.T., Augsburg Theological Scxnhqy,
1918; S.T.M., Hartford Seminary Founddon, 1919; Ph.D., 1930. Additional study; Grenoble, Chicago. Educational Missionary in Madagascar,
1921-38; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. A t Augsburg since 1941.
IVER B. OLSON,AM., Th.B., Associate Professor of S y s t d i c Theology
A.B., Augsburg College, 1935; Th.B., Augsburg Theological k u h r y ,
1936; A.M., University of, Minnrs~ta, 1945. A d d i b d study: Chicago,
Minnesota, Luther Theological Seminary, Chicago Lutheran Theological
Seminarp. Teaching: Oak Grove Seminary, 1936-39; University of Mhuesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44. Adviser oo SPAN
Group in Scandinavia, 1950. At Augsburg since 1945.
PAUL G. SONNACK,
A.B., Th.B., Assistant Professor of C h r c h History
A.B., Augsburg College, 1942; C.T., Augs'burg Theological Seminary, 1945;
Th.B., 1947. Additional study: Divinity School, University of Chicago.
Pastor, Moose Lake, Minn., 1945-47. At Augsburg since 1949.
JOHN M. STENSVAAG,
S.T.M., Ph.D., Professor of Old Testamunt
A.B., Augsburg College, I 93 6 ; Th.B., Augsburg Theological Seminary,
1939; S.T.M., Hartford Seminary Foundation, I 940; Ph.D., 194I. Additi& study: Johns Hopkii. Pastor, Minneapolis, Minn., 1942-46. At
Augsburg since 1942.
ERLINGM. TUNGSETH,C.T., Guest Lecturer in Practical Theology, 1953-54
A.B., Concordia College, Moorhead, Minn., 1940; C.T., Augsburg Theological Seminary, 1944. Teaching: Augsburg College, 1943-44, 1946-47.
FREDERICNORSTAD,
A.B., C.T., S.T.M.* Special Lecturer, Director of Chaplaincy Service, Lutheran Welfare Society of Minnesota.
*In cooperation with the Lutheran Welfare Society of Minnesota.
AUGSBURG COLLEGE
KARL ERMISCI-I, Ph.D., S.T.D., Professor Emeritzu of G m a n
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
P. A. SVEEGGEN,
A.M., Professor Emeritus of English
A.B., University of Minnesota, 1908; A.M., 1909. A d d i t b d s d y : &4hnesota, Chicago. Teaching: Asmistant in English, Univc*
of -es~m,
1908-10; Ellsworth College, 1913-11. At Augsburg I~IJ-1952.
MANIVALDALDRE, M.S., Assistant Professor of Cbemjstry
Diploma of Chemical Engineer, Estonian State University of Technology,
T a b , Estonia, 1941; MS., University of Minnesota, 1951. Teaching:
Amhant in Chemistry, Estonian State University of Technology, 1941-42.
At Atigsbug since 1949.
C. WESLEYANDERSON,
M.Mus., Instructor in Music
A.B., Macalester College, 1930; A.A.G.O., Northwestern University, 1936;
MMus., Northwestern University, 1937. Teaching: Roosevelt High School,
Minneapolis; Michigan State College; Minneapolis College of Music. At
Augsburg since I 9 5 3.
ERNEST W. ANDERSON,M.Ed., Associate Professor of Health and P W d
Edwrtion, BaRetbdl C w c b
A.B., Augsburg Callege, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High Sohool, 1937-41. U. S. Army, 1941-46. At Augsburg
since 1946.
RAYMOND E. ANDERSON,AM., Assistmt Professor of Speecb
B.S., University of Ivfjnn~ita,1946; A.M., 1950. Additiond study: Minnenesota. Teuching: University of; Vermont, 1949. U. S. Navy, 1946. At
Augsburg since 1949.
FRANKARIO, A.B., Instructor in Physical Education
A.B., Augsburg College, 1950. Additional study: M h e s t a . U. S. Army,
1943-46. At Augsbwg since 1950.
PEGGY
SMITH B ~ E YB.S.,
, Instrwtor in MllSjc
B.S., University of .Minnesota, 1949. Additional study: University of Minnesota. At Augsburg since 1953.
EVABAVOLAK,
AM., Instructor in Bwiness Administration
B.S., University of Minnesota, 1928; A.M., 194s. Additional study: Minnesota. Teaching: High School, 1931-42; Northern State Tea~hersCollege,
A b e r d ~ S.
, Dak., 1942-47; H?mline University, St. Paul, Minn., 1947-50;
University of Minnesota, 1950-52. At Augsburg since 1952.
HAROLD
J. BELGUM,A.M., M. Soc. Work, Instructor in Sociology
A. B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa,
1937; M. Soc. Work, University of Minnesota, 1951. Teaching: Mission
House College, Plymouth, Wis., 1934-3 8 ; Elmhurst College, 1938-42; Lakeside School for Boys, Seattle, Wash., 1942-44. Assistant Executive Secretary,
Director caf Social Work Services, Lutheran Welfare Society of Minnesota.
A t Augsbug since 1954.
LUCYMAE E. BERGMAN,M.S., Instructor in Speech
B.S., Kansas State Teachers College, 1934; M.S., 1935. Additional study:
University of Minnesota. Teaching: High School, 1935-39; University of
Minnesota, 1939-47. A t Augsburg since 1952.
HENRYJ. BERTNESS,A.M., Assistant Professor of Education
A.B., Augsbug CaUege, r 947; A X , Unhcrsity of Minnesota, 1948. Additional study: Miunesora. Washington. U. S. Navy, 1943-46. teach in^:
Tacoma Public Schools, 1948-49. A t Augsburg since 1949.
A.M., Assistant Professor of Hisfory and Political Science
CARLCHRISLOCK,
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947. Additional study: Minnemta. Teaching: High School, 1939-44; Tracy Junior
College, 1947-48; Augustana College, Sioux Falls, S. D., 1948-5 I. At Augsburg since 1952.
MARIOCOLACCI,Th.D., D.Litt., Assistant Professor of Classical Languuges
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mario Pagano College and Normal Institute, Campobasso, Italy, 1941-49.
A t Augsburg since 1952.
.
LELAND9.DAHLE, M.S., Instructor in Chemistry
B.A., St. Olaf College, 1950; M.S., Purdue University, 1952. U. S. Armed
Forces, 1944-46. At Augsburg since 1952.
K. BERNERDAHLEN,A.M., Dean of Students mad Associate Professor of English
A.B., Augsburg College, 193I; A.M., University of Minnseota, 1940. Mditioa;ll 6mdy: Mbwu. Teaching: High School, 193 1-39; Crosby-Ironton
Junior College, I 940-41. U. S. Army Ak Forces, 1942-41. A t Augsburg
since 1941.
BURTONP. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. Army, 1943-46.
Industrial Engineering Work, 1949-5 3. At Augsburg since 1953.
CLARICE A. h-LLING, B.S., Assistant Librarian
A.B., Augsburg College, 1940; B.S., University of Minnesota, 1941. Teaching: High School, 1941-43. Minneapolis Public Library, 1943-53. A t Augsburg since 195 3.
MIKELISGEISTAUTS,
Cand.rer.nat., Instructor in Art
Cand.rer.nat., University of Latvia, Riga, 1940;Academy of Art, Latvia,
Riga. Teaching: Private Studio, 1938-49.At Augsburg since 1952.
CARLR. HAMMARBERG,
A.M., Assisktlt Professor of Psychology and Education
A.B., Gustavus Adolphus CoIIegr, 1932; A.M., University of Minnesota,
1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg,
Kan., 1948-53. tit Augsburg since 1953.
MELVINA. HELLAND,S.T.M., Ph.D., Professor of Greek ond Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ALMAM. JENSEN, A.M., Assistant Professor of Sociology
A.B., Colorado State CoI1ege of Education, 1 9 2 7 ; A.M., 1928. Additional
smdy: Minnesota, Copenhagen. Teaching: Eesrera State Teachers Cdege,
Madiwn, South Dakota, 1921-25; Dickinson Stare Teachers W e g e , 192836; Colondo State College of Education, 19 3 6-37. Educational research:
University of Minnesota and State Department of Education, 1937-39;
Minnesota Historical Society, 1941-44. At Augsburg since 1943.
MILDRED
V. JOEL, A.M., Registrar
rind Assistant Professor
A.B., Augsburg GIIcge, 1940; A.M., University of Minnesota, 1947. Additional srud y : Szrbtdrcwan, Minnesota. Teaching: High School, 1941-46.
At Augsburg since r947.
EBBA I. JOHNSON,A.B., B.S. in L.S., Assistant Librarian
A.B., University of Minnesota, 1950;B.S. in L.S., 1953.At Augsburg since
'952-
MEMI B. KINGSLEY,A.M., Assistrrnt Professor of Spanish
A.B., Maryville College, r936; A.M., Uni~ersiryof Mexiw, 1944. Additional study: Columbia, Minnmta. Teaching : Wagner College, Staten
Island, N. Y., 1941-42;Friends School, Bmklyn, N. Y., 1946-47. A,t
Augsburg since 1947.
BERNHARDT
J. &EVEN, Ph.D., Professor of History and Political Science
A.B., Augsborg College, 1922; A. M, University of Minnesota, 1930;
Ph.D., 194r. Addirional study: Hamard. Teaching: High Schml, 192215: Whsaton Cauege, 1946-47. At Augsburg, 1937-46,and since 1947.
W. LAMARRKOPP, A.B., Instructor in Germun
A.B., Goshen College, Indiana, 1952.Additional study: University of Minnesota. A t Augsburg since 19~3.
ARNOLDM. LAHTI,A.B., Instructor in Physics
.4.13., Western Washington CoIlege. Bellingham, Wash., 1947 and 1948.
Addirional m d y : Unircrsicy of Minnesota. Teaching: Western Washington
College, 1947-48: ToIedo Jr. High, 1948-49;University of Minnesota,
1951-1:.
~ 4 Augburg
t
Skcf 191 j.
BJARNEE. LANDA,PhD., A t r d t c Professor of
hgwgas
A.B., Vass Statt Cdege, N m y , 1925; 0,Unhtnity of Southern
Gdifornia, 1928: U ,1930;Ph.D., Univ-tg
of W r a , r952. Teaching: High School, 1930-31; University of Minnesota, 1938-42; Fisk University, 1945-47. U. S. O&e of Censorship, 1942-45. A t Augsburg since
CARL
W. LANDAHL,
M.Mus., Instructor in Mwic
A.B., Ud&ty
d Minnwtg rg3r; BXw., C o I d m School of Mllfit,
Chicago, 1933; XMtvi., 1934; BD., C&omia Baptist neologicd Seminary, 1950. Teaching: Pdvate Teaching, Chicago, 1931-40; Dnkota WBleyan Unberzity, Mitchell, S. D.,1940-42;Northwestern khwls, ?&meapolis, 1950-59. A t Augsburg since 1952.
AUDREYLANDQUIST,
MMus., I n s t m t o r in P i m o ond Organ
B.S., University bf Minnesota, 1940; B,Mus., & c P h d School of Music,
1940; M.Mus., 1944. Teaching: Ma~Phail School of Music rime 1937.
A t Augsburg since 1946.
ROBERT
E. LARSEN,A.M., Assistant Professor of Philosophy
A.B., Luther College, Decorah, Iowa, 1944; A.M., University of Minnesota, 1952. Additional study: Minnesota. Teaching Waldorf College, 194648. A t Augsburg since 1953.
GERTRUDE
S. LUND,A.M., Instructor in Secretarial Science
AB., Augsburg College, 1936; AM., UniPckty of Minnesom, 1911.
Teaching: High School, 1943-41; West C m d SchQol of A & d e
Morris, 1945-47; Duluth Business University, 1947-48; High S ~ h d 1948,
49. A t Augsburg since 1950.
ELEANORCOTTON~ ~ L L E RA.M.,
,
Imtructos in English
A.B., Wheaton College, Wheaton,
1940; A.M., Wheaton College, 1945.
Additional study: South Dakota State College. Teaching: High School,
1940-43, 1945-46; South Dakota State College, 1949-53. At Augsburg
since 1953.
m.,
MUTON, A.M., Instructor in English.
A.B., University of Minnesota, 1948; A.M., 1951. Additional study:
Minnesota. Armed Forces, 1943-46. A t Augsburg since 1949.
JOHN
GERDA
MORTENSEN,AM., Dean of Women and Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-3 5. A t Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, I 922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsburg College, 1946-50. A t Augsburg since
1922.
EDORC. NELSON,
M.Ed., Assistmt Professor of Pbysical Education m d Coach.
of Football md Baseball
AB., Augsburg College, 1938; &Ed., University of Minneso~, 1948.
Teaching: High School, 1938-41. U. S. Army, 1941-46. A t Augsburg since
1946.
&EN
Y. NELSON,
Ph.D., h i s k f f l Profer~orof H m e Economics
B.S., University of Minnesota, 1938; M.S., 1941; Ph.D., rgTz. Twding:
H g h S h l , 1938-42; Warem hkhigan CoIIege, K a ~ u f i a ~ m1942-44;
,
University of California, 1944-46; Iowa Srare Teachers College, Su 1948,
1949. At Augsburg since 1951.
IVERB. OLSON,
A.M., Th.B., Associate Professor of Scandinavian
For statement of academic preparation and experience, see Theologicd
Seminary Faculty listing.
ANKEPEDERSON,
A.M., A~soriate Pro~PISOI.of English
A.B., Augsburg College, I gj 2; A.M.,Universiry of Minnesota, I 9; 5 . Addir k n d study: Minnwta, ColumKia. Tnching: High Scbml, 1945-46;
Sari Matm Junior College, California, one semesttr, 1946. At Augburg,
1932-44, and since 1946.
LAVONNE
PETERSON,A.M., Instructor in Physical Education for Women
A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: hhnesota, Montana, MacPhail School of Music. At Augsburg
since 1950.
LAWRENCEA. QUANBECK,
A.B., Director of Admissions
A.B., Augsburg College, 1947. Additional study: Minnesota. U. S. Navy..
1944-46. Minneapolis YMCA, 1947-1 I. A t Augsburg since 195 I.
TIN QL~ASBECX,
Ph.D., Dem
of Ihe Comegc and Professor a j Edlccstion
A.B., Augsbwg ColIege, ~ 9 2 9 A.M.,
;
University of Minnesota, 1933: Ph.D.,
1952. High S r b d admioistrarion, k t o n r ~ c Minn.,
,
1929-36. Teaching:
W d d ~ r fa U e g t , 1936-38. Registrar, Augsburg College, r 939-46; Dta,
1942-46 and since 1950. A t Augsburg since 19rS.
LELAND B. SATEREN,
A.M., Professor of Music
AB., Augsburg College, 1935 ; A.M., Universirp of Minnesota, 194 j. Additional study: Campsicion with Donald F e r g w n (-Minneapolis), 1941-43.
Teaching: Ehgh School, 193 y-39. M d c Director, Radio Starion KUOM,
University of Minnesota, 1940-4 3. Educational Director, Civilian Public
Service, 1444-46. At Augsbwg 1941-43.and since 1946.
A. M. SAVOLD,A.B., Assistant Professor of Music
A a . , Luther College, 1941. Teaching: Beman County Agriculture and'
Tnining SchmI, Maddock, N. D., 1934-37; Lvnberton Pdblic Schools,
1941-42 and 1946-48. U. S. Armed Forces, 194s-45; Glenwood Public
Scboofs, 1948-52. A t Augsburg since 1952.
RUTH SEWLSON,M.S., Professor of Home Economics
B.S., University of Minnesota, 1925; M.S., 1938. Additional study: Minnesota and Syracuse University. Teaching: High School, 1925-28; University of Minnesota, 1928-44; Washington State College, Summer 1936.
A.t Augsburg since 1944.
GEORGESOBERG,A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
Additional study: Minnesota. A t Augsburg since 1926.
PAULG. SONNACK,A.B., Th.B., Assistant Professor of Religion
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
M. STENSVAAG,
S.T.M., Ph.D., Professor of Religion
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
JOHN
CLAIRE. STROMMEN,A.B., Director of Public Relations
A.B., Augsburg College, 1946. Teaching: High School, Springfield, Minn.
Insurance salesman, 1946-13. At Augsburg since 195 I.
~MERTON P. STROMMEN,
A.B., l%.B., College Pastor and Assistant Professor of
Religion
A.B., Augsburg College, 1943; C.T., Augsburg Theological Seminary,
1944; Th.B., 1951. Additional study: Minnesota. Pastor, Mora, Minnesota,
1944-47. At Augsburg since 1947.
OLIlP H. SWENSON,A.M., Instructor in Sociology
A.B., Gustavus Adolphus College, 1943; A.,M., University of Minnesota,
19 50. Teaching: Gustavus Adolphus College, 1947-49, 1950-5 I. Probation
Ofice, Hennepin County, 191 I-. A t Augsburg since 1953.
AGNESB. TANGJERD,
AM., Librarian and Associate Professor of Library
Science
A.B., St. O l d College, 1920; B.S. in L.S., University of h&mesota, 1939;
A.M., 1944. Additional study: Minnesota. With Zion Society for Israel,
1922-28. Teaching: High School, 1929-3 6. Eau Claire Public Library,
1936-38. At Augsburg since 1940.
DANIELB. TETZLAFF,B.S., Instructor in Brass Instrzlments
B.S., University of Minnesota, 1946. Additional study: University of Minnesota. Teaching: Southern College of Fine Arts, Houston, Texas, 1948;
Hamline University, 19 5 2-5 3. At Augsburg since 1953.
ROY PHUIP THELANDER,M.S., Instructor in Biology
A.B., University of Utah, 1949; M.S., 1950. Additional study: Minnesota.
U. S. A m y Air Forces, 1942-46. Teaching: Part-time, University of Utah,
1947-50. At Augsburg since 1950.
GERALDH. THORSON,A.M., Assistant Professor of English
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia, U. S.
A m y , 1943-46. Teaching: Wagner College, 195 I. At Augsburg since 1946.
JOHN THUT,
A.B., M.Mus., Assistant Professor of Voice
A.B., Goshen College, 1923; B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additional study: Minnesota. Teaohing: Bethel College, 1924-27; h e r i c a n Conservatory of Music, 1931-44; Colorado State
College of Education, 1946-47. YMCA War Prisoners Aid, England and
Belgium, 1944-46. A.t Augsburg since 1947.
VERA THUT, B.Mus., Instnrctor
in Piano
B.Mus., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota; Master Class Work with
Silvio Scionti; Robyn Normal Teachers Training Course; Studied under
Kurt Wanieck. Teaching: American Conservatory of Music, 1926-46;
Colorado State College of Education, 1946-47. At Augsburg since 1947.
A.M., Associate Professor of Sociology
JOEL S. TORSTENSON,
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940. Additional study: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, 1945-47. A t Augsburg 1938-42, and since
'947.
MARGARETSATERENTRAUTWEIN,A.M., instructor in English
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1953. Additional study: Minnesota. Teaching: High School, 1937-47. At Augsburg
since 1949.
~
~
V E.
T TRAUTWEIN,
N
A.M., Assistant Professor of Psychology and Education
A.B., University of Nebraska, 1935 ; A.M., Columbia, 1940. Additional
study: Hamard, Hawaii, Minnesota. Teaching: High School, 1936-42;
Dean, Norfolk Junior College, 1942. Staff, Education and Training m c e r ,
V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50. U. S. Army Air Force, 1942-46. A t Augsburg
since 1950.
ERLINGJ. URDAHL,A.M., Associate Professor of Biology and Psychology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Fdls, Minnesota, 1935-41. At Augsburg since 1943.
S w r r D. WALTON,Ph.D., Assistant Professor of Business Administration ad
Economics
B.S., University of Minnesota, 1947; Y.B.A., Harvard University, 1949;
PbD., Iowa State College, 1953. Teaching: Iowa State College, 1949-52.
University of Minnesota, 1912-5 3. At Augsburg since 1953.
General Information
PURPOSE
Augsburg College is a four-year liberal arts college sponsored
by the Lutheran Free Church for the purpose of giving young
people an opportunity to obtain a broad education in a Christian
environment. In addition to a general education, students may prepare themselves for such vocations as high school teaching, business administration, medical technology, secretarial work, parish
work, missions, and social work. They may prepare for further
study in the fields of dentistry, engineering, law, medicine, nursing, and theology, as well as for graduate study in various fields.
The Skminary, with its facilities on the same campus, offers a
three-year rheological course leading to a Bachelor of Theology
degree. Its purpose is to prepare pastors and missionaries for the
Lutheran Free Ohurch.
LOCATION
Augsburg College and Theological Seminary is located in the
Riverside Park area of South Minneapolis, across the Mississippi
River from the University of Minnesota and within walking distance of the main business section of the city. Science Hall, containing the administration offices, is located at the corner of Seventh Street and Twenty-first Avenue South. Augsburg students
have the advantage of getting their college education in a metropolitan center pulsating with industrial, social, and cultural activities. They have access to libraries, museums, and art collections.
They may hear the best in music and lectures. Minneapolis is
recognized throughout the nation as a vital center of religious
life and activity. Outstanding leaders in many fields both from
other parts of America and from foreign countries are frequent
visitors. College students in the Twin Cities have abundant opportunity to contact present day life at one of its focal points.
HISTORICAL SKETCH
Augsburg was begun as a seminary in I 869, at Marshall, W'~sconsin. It was the first theological seminary started by Norwegian
Lutherans in America. Through an arrangement with a private
institution known as Marshall Academy the Seminary was housed
in the academy building. Students who needed further preparation in academic subjects were to obtain this in the academy. This
arrangement failed to work out satisfactorily; so the theological
group moved to a private dwelling, where classes continued until
1872. In the autumn of that year the Seminary was removed to
Minneapolis, Minnesota, where a building had been erected for its
use. In the same year the school was incorporated under the laws
of Minnesota. The aim of the institution was to train ministers
for the Lutheran congregations which were being organized in
growing numbers in the pioneer settlements that were spreading
rapidly over the Northwest.
The college was established when it became evident that in order
to get students who were adequately prepared for theological
study a college department was needed. So in 1874 a college curriculum was planned which provided for one year of preparatory
studies and four years of college work along two lines, a classical
course to prepare students for theology, and a scientific course to
prepare for the professions. The latter course, however, had to be
discontinued, partly for lack of funds and partly because too
few students selected the course. The first college students were
enrolled in 1874 and the first class was graduated in 1879.
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 1933. In the years 1916-1919 the college
course was thoroughly revised. As a result of this and of subsequent growth, the earlier classical course was greatly modified and
supplemented by social and scientific studies and a more general
emphasis upon the study of the humanities. In recent years there
has ,been continuous study and modification of the curriculum including the introduction of a number of new majors to meet the
developing needs of the students. The Divisional organization was
adopted in 1945. At the present time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
In the Theological Seminary there has likewise been a continuing revision of the curriculum and the addition of new courses.
The requirement of a six-month period of internship was added
in 1939. Standards of admission have ,been raised so that a bachelor's degree or equivalent is now the required scholastic preparation. While the Theological Seminary has its own organization, the
Seminary and the College function in close cooperation. Long
experience has proved this arrangement to be mutually wholesome
and stimulating.
Five presidents have served Augsburg during the course of its
history. The terms of o6ce of two of these cover a span of over
half a century. The first president was August Weenaas, who
served from 1869 to 1876. He was succeeded by Georg Sverdrup,
1876 to 1907. Sven Oftedal served from 1907 to 1911 and was
followed by George Sverdru~,whose term extended from 191I to
1937. H. N. Hendrickson served as acting president from 1937
until 1938. Bernhard Christensen, the present president, has served
since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that Christianity is the fundamental force for good in human life. All the aims of the College,
as well as those of the Seminary, are bound together by this principle. To express more distinctly the meaning of this, the following statement of aims has been formulated by the College faculty:
T o lead the student to cr deeper understanding and personal
realization of the truth and pvwer of the Chistian Gospel, to
the end that he may become an eeective participant in the
evangelical and missionary task of the Church and an earnest
advocate of the Christian way of life both for the individual and
for society.
To familiarize the student with the clcltare of our own and
other civilizatiolts, not only for the enjoyment this knowledge
affords but also for the development of a more sympathetic
understanding of our fellow men throughout the world.
T o develop the student's ittterest in the attahment of the
comnum pwposes of our counhy, so that he may work for the
welfare of our institutions and for the preservation of our
liberties in community and nation, and also develop an enlightened interest and participation in human affairs throughout the rest of the world.
T o cdtivate in the student a Christian social spirit, in order
that he may realize in his life a right balance between what he
expects of others and the service he will render his fellow men.
To teach t h e student t o discipline his own urges, interests,
amhtiuns, and demands in a way that will effectively contribute toward the development of good character.
To train t h e student in scientific methods of study and also
develop his understanding of the relations of science to the
welfare of humanity.
To stimulate intellectual interest and develop s c h o l l y insight, so that the student may learn to think with accuracy
and comprehension a t the same time as he experiences an understanding of truth which will help him to integrate the findings of science with the deepest spiritual reality.
To awaken and foster in the student a n intelligent appreciation and enjoyment of t h e best in t h e fields of t h e fine arts.
T o guide the student in the understanding of social relationships in order that he may take his place in groups and gatherings with propriety and grace, motivated in his conversation
and conduct by the principles of Christian courtesy and sincerity.
T o provide guidance fw the student in the discovery and
clarification of his aptitudes and his life Purposes so that as
early as possible he may plan his educational program wisely.
T o train students in vocational and professicmaZ lines, giving full preparation for high school teaching, business administration, home economics, and parish work; furnishing partial
training towards the study of medicine, dentistry, nursing, engineering, law, and social service, and offering a four-year
college course preparing for the study of theology.
T o help the student develop certain skills, as in language,
music, physical activities, use of the library, laboratory work,
and typewriting, together with other skills, which will increase
his eaciency in the various relationships of life.
T o agord t h e student wholesome recreational experience which
will contribute toward an effective use of leisure time and develop such qualities as leadership, sportsmanship, and self-control, with good recreational habits, thus providing a constant
source of social and personal satisfaction.
T o instruct t h e student in principles, attitudes, and ideas
pertaining to health, and also to train him in practices and
skills which will promote his physical and mental well-being
and make him better fit to meet the responsibilities of life.
The work of the whole institution, both the Seminary and the
College, is done on the basis of Christianity. The students who
come are invited to take up their college work with the distinct
understanding that the Christian spirit is determining in all things.
They are asked to cooperate willingly in the program of the school
towards that end. The entire program of the school, curricular and
extra-curricular, and the discipline thought wise in order to make
possible the carrying out of this program, spring from the aim "to
see all things through the eyes of Christ."
Enrollment in Augsburg College and Theological Seminary presupposes on the part of the student full cooperation in the ways
prescribed for the attainment of these aims.
FINANCIAL SUPPORT AND CONTROL
From I 870 to I 890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body
with two others, in 1890, resulted in the afdiation of Augsburg
with the newly created United Norwegian Lutheran Church. Due
to cMerences concerning the control of Augsburg a division arose,
and in x 897 congregations whose sympathia were deeply rooted in
Augsburg formed the Lutheran Free Church. The resulting close
association, in educational and spiritual activity, of Augsburg and
the Lutheran Free Church has been marked by complete harmony
of purpose and ideals for more than half a century.
The control exercised by the Lutheran Free Church is indirect.
The Annual Conference of the Church nominates the members
of the Augsburg Corporation and the Board of Trustees. The Corporation through the Board of Trustees exercises direct control
over property, finance, and personnel. Academic control is vested
in the President and the Faculty.
In addition to the income from student tuition and fees, which
has materially increased with the growth and development of the
College, rhe chief financial support of the institution comes from
the congregations of the Lutheran Free Church. In recent years a
growing circle of friends also outside the Lutheran Free Church,
both alumni and others, have contributed financially to the sup-
port of the school. Augsburg welcomes and invites such support on
the part of all who believe in her program of vital Christian education.
MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS.
Augsburg College is fully accredited by rhe North Central Association of Colleges and Secondmy Schools as a degree-granting
institution. It is a member of the Association of American Colleges, the National Lurheran Educational Conference, the Association of Minnesota colleges, and the State Council of Minnesota Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the College and Seminary to maintain effective contact and cooperation with one another and with their A h a Mater.
The annual meeting is held at Commencement time each year.
Regional meetings also are held from time to time.
The present ogcers are: Henry J. Bertness, President; Esther
Aune, Vice-president; Marian Lowrie, Recording Secretary; Gloria
Nelson, Harvey Peterson, and Kennet,h Sorenson, Advisers.
THE AUGSBURG FOUNDATION
The Augsburg Foundation, formerly the Augsburg Foundation
Fellowship, is an association of alumni, former students, and other
friends of Augsburg, having as its purpose to give united and
systematic support, ,both spiritual and financial, to the school. The
Foundation was estgblished in 1941 by joint action of the Board
of Trustees and the Alumni Association. Its work is directed by a
General Committee of nine members. A Foundation Day is held
each year.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, contains the Chapel, the Library,
the Seminary classrooms and oflices, and a number of college classrooms and oflices.
Science Hall, erected in 1948-49, is a large and completely modern college building. It includes, besides the administration of-
fices, well-equipped laboratories for Chemistry, Physics, Biology,
and Home Economics, as well as the student organization &ces,
the Student Center, a small auditorium, classrooms, and faculty
osces. On the fourth floor is the Tower Prayer Chapel.
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a modem,
fireproof dormitory affording living quarters for about 150 men.
On the ground floor of this building is the college cafeteria and
dining hall.
Sivertsen Hall, acquired in 1939, is a comfortable dormitory
accommodating about 50 women.
Morton Hall, erected in 1888, Edda House, purchased and
remodeled in 1948, and Miriam House, acquired in 195 I, are
smaller dormitories for women, each accommodating about 20
students.
During 1947 two new buildings were added, both located on
~ 3 r Avenue
d
across the Square from the older part of the Campus.
The Gymnasium, an adequate temporary structure, was erected for
the College by the Federal Works Agency as a part of a program
providing educational facilities for veterans. The Music Hall was
acquired by purchase and remodeled to serve the needs of the
Music Department.
Quite a number of dwellings have been acquired in recent years
in the expanded campus area, which are used for faculty and
student housing until this need can be met through more permanent structures. Also three temporary housing units have been
erected by the Federal Works Agency on the campus ground.
The President's Home, a residence of modern architectural
design, located at the south of the Square, was erected in 1949.
Some years ago the beginning was made of a Museum for the
school. Members of the Alumni Association have presented many
t
s
. There are several collections: a Madagascar Cdvaluable d
lection, a Santal Collection, and a considerable collection of rare
minerals, curios, etc. Contributions to the Museum are invited.
In the spring of 1929 the Augsburg Archive Society was organized. The purpose of this organization is to gather and preseme
documents, books, and other articles of historical value. To house
the Archives a fire-proof room which was provided in the Main
has been replaced recently by a large room on the ground floor of
Science Hall. Here are now found a fine collection of periodicals,
old and rare books, manuscripts, letters, and pictures, and also
about I ,000 volumes of Norwegian-American literature, affording rich resources for scholarly research. Further contributions
to the Archives should be sent to Prof. Iver Olson, Archivist.
The collections in the Library aggregate about 27,700 volumes
exclusive of pamphlets.
About three hundred of the best periodicals, and pamphlets dealing with various subjects, and a number of serials devoted to the
interests of special fields are received currently.
Students have access to the Library daily from 7:45 A. M. to
1o:oo P. M. On Saturday the Library closes at 4:30 P. M.
In the Twin City area other libraries are located-which make
their holdings available to Augsburg students, notably, the St.
Paul and Minneapolis public libraries, the latter of which issues
library cards to out-of-town students for each school year; the
James Hill Reference Library in St. Paul, which has one of the
finest reference collections in the Northwest; and the University
of Minnesota Library, which is within walking distance of the
Augsburg campus and is a splendid source of materials for research
papers. Each year Augsburg students make extensive use of all
these libraries.
NATURALSCIENCELABORATORIES
The laboratories of the Natural Sciences are located in the
Science Hall.
Three laboratories and two storerooms for Biology are located
on the second floor; three laboratories and a large storeroom for
Chemistry, and a laboratory and the .two storerooms for Physics
are located on the third floor.
To facilitate instruction the college provides many excellent
visual and auditory aids. Available for classroom use, and for the
use of other college activities, are the following: Two 16mm.
sound movie projectors, two 3 I/4x4 inch slide projectors, three
2x2 slide projectors, a Balopticon, a sound amplification system,
two film strip projectors, and a magnetic tape recording machine.
There is also a well equipped photography department.
The Auditorium in Science Hall is fully equipped for visual
education classes and lectures. Several classrooms are dso provided
with facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community sexvice for adults not
enrolled in the day school. Announcement of course to be offered
are made in the fall. Information about the evening school may
be obtained from the o6ce of the Dean.
OF NURSING
AFFILIATIONWITH SCHOOLS
Student nurses in the Schools of Nooursing
at the Lutheran Deaconess and Swedish Hospitals in Minneapolis receive much of their
first semester of instruction at Augsburg College. Application for
admission to the Schools of Nursing should be made to the hospitals directly.
In cooperation with the Minneapolis General Hospital, Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years
of this work are taken at Augsburg and a final twelve-month program is completed at the hospital.-
Financial Information
STUDENT EXPENSES
A considerable part of the income on whiah Augsburg operates
is derived from endowment and from gifts, a major part of the
latter coming from the supporting church. Therefore, the fees
charged the student do not constitute h e whole cost of his education, for he enjoys the benefits of the gifts of those who 'believe
in and support rhe work of the school. Fm theological students,
the church assumes the full cost of tuition; a statement of other
expenses in attending the seminary is given in the Seminary section of the catalog.
GENERALEXPENSES
FOR ONE SEMESTER'
Tuition in College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $200.00
This covers instruction, use of the library, and admission
to all athletic events.
h k s , &C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25.00 t0 40.00
Student activity fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8.00
Health fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.o~
5.00
Matriculation fee (for those registering the first time) . . .
Key deposit (refundable) . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo
Locker (optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I .oo
Mail box fee . . . . . . . . . . . . . . . . I . . . . . . . . . . . . . . . . . . . .
.5 o
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $245.50 to 260.50
Students registered for more than the maximum number of
credit hours (17 in the College) are charged at the rate of $10.00
for each additional credit hour a week per semester.
Special students will pay at the rate of $17.00 per credit hour
up to 1 1 credits. Those who register for 12 or more credit hours
will pay the regular tuition charge.
The fee for auditing a course is $7.50 per credit hour.
Special students and auditors enrolled for 5 hours or more of
class work per week pay the student activity fee and health fe.
Subject to change.
ROOMAND BOARDPER SEMESTER'
Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 63.00
Board (estimate) . . . . . . . . . . . . . . . . . . . . . . . . . . .
I 60.00
SPECIALFEES
Late registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $
Change of registration after the beginning of the second
week of classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Registration with the Placement Bureau . . . . . . . . . . . . .
Placement fee, depending upon the methad of
placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3.oo to
Graduation fee. for seniors in both the College and the Seminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final examinations taken at another hour than the one
scheduled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Examination making up an incomplete or a condition . . . . .
Comprehensive examination . . . . . . . . . . . . . . . . . . . . . . . . .
3 .00
1.00
2.00
5.00
7.50
2.00
2.00
.
5 oo
MUSICFEESPERSEMESTER
......................................
Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Organ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Brass (private instruction) . . . . . . . . . . . . . . . . . . . . .
Brass (class instruction) . . . . . . . . . . . . . . . . . . . . . . . . . . .
Piano rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Organ rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chord Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Piano
'
..
Art I and 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00
Art 3 and 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.00
3.00
Home Economics 2, 36, 76 . . . . . . . . . . . . . . . . . . . . . . . . . . .
Home Economics 39 and 40 . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00
Biology 60 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo- 2.00
Biology, 1,2,3N,4, 52, 5 3 , a n d f s . . . . . . . . . . . . . . . . . . 2.50
Biology 7N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.00
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
5.00
Biology 13, 14, 25, 26, and 54
1
.
Subject to change
Chemistry I, 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry 3N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry5,6,~1,5~,53,
54,andss . . . . . . . . . . . . . . . . .
Physics I, 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Physics 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Physics 5 and 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Physics 51 and 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Secretarial Studies 2, 8, 5 I, and 52 . . . . . . . . . . . . . . . . . . . . .
Secretarial Studies I, 5 3, and 54. . . . . . . . . . . . . . . . . . . . . . .
Education 96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.5 o
2.00
4.00
5.00
2.50
2.00
4.00
5.00
2.5 o
I. 50
15.00
Resident students
General expenses . .
, , . . .
. . . . . . .$245.50 to 260.50
. . . . . . . . . . . . . . . . . . . . . . . . . 223.00
Room and Board
Special, music, or course fees. . . . . . . . . . . . . -2.00 to 3 5.00
Total, approximately
. . . . . . . . $ 4 7 o . ~ oto ~ 1 8 . y o
OiX-campus students
General expenses . . . . . . . . . .
Special, music, or course fees
Total, approximately . . . . . .
,
. . . . $245.50 to 260.50
. . . . . .2.00 to 35.00
. . .
$247.50 to 295.50
PAYMENT OF ACCOUNTS
Srude~~acwunzsare.&hMarthe cimaofre&~ationin
S q t d s and Felmwy. Parena may dqmit money in advan* at
the school or the d e n t may d e dx papent whenhe tegbter~s.
Rw-g
dmt paymest of fees in f d ac reg;sWarjon p e s a
h a n d p m k im v e e &e c&ge bas -toted
s '"deferred p a w - parn". Unde this-plan.%
miniftlum df 205% of the
tuition fee, room fee, and minimum board bill is paid at registration together with all special course and miscellaneous fees. T h e
balance may be paid in monthly installments during the semester.
To defray the cost of the plan a charge of $1.00 is made for each
payment on the student's account after registration.
Subject to change.
REFUNDS
Students who cancel their registration before the middle of any
semester pay tuition at the rate of $14.00 per week for the time
during which they have been in attendance. Students who cancel
out after the middle of the semester receive no refund of tuition.
No refunds are made of the Matriculation and Student Activity
fees. Course fees are paid at the rate of 10% per week ,by students
who cancel out before the middle of the semester.
Papments for board and room are refunded in proportion to
the time students have been in residence. Students who move out
of dormitories but do not cancel out of school are charged the full
semester room rent.
STUDENT AIDS
Financial aids in the form of loan funds, scholarships, grantsin-aid, and employment assistance are available a t Augsburg. Students must meet certain requirements to qualify for loans or
scholarships. The college gives assistance to students in securing
work both on and off the campus.
Several loan funds have been established to assist students in
working out their financial problems. Loans may be arranged at a
reasonable rate of interest for various periods of time.
The Gewral Studmt Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club. It extends assistance to members of all classes.
The Charles and Nora Crmch Student Loan Fund, established
in 1954, likewise extends assistance to members of all classes.
The Jhnand Anna Jorgiw Gregory Theological Studmt Lorvn
Fuwd is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established
under the auspices of Zion Lutheran Church of Minot, North
Dakota, likewise extends loans to students preparing for the minis~ry.
Arrangements for the loans are made through a conference with
the Dean of Students, chairman of the faculty committee on
student loans. In addition ro arranging loans, the committee
counsels students on h c i d matters w i d rhe objective in mind
of helping rhe mudent work out a sat$factorg plan for 'hisfinances.
Prize Scholarships, amounting t o tuition for the second half of
the Fr&a
year, are offered to the highest ranking boy and
the highest ranking &I in each Minnesota high school graduating
class. A number of su& schoIamhips are alsu awarded to other
outstanding high school graduates selected by the Scholarship Committee.
The Opseth Memorial Music Scho1arsh;iP was established in 1953
in memory of Henry P. Opseth, former head of the Music Department and director of tbe Augsburg Cullege Choir. It is awarded
annually to a sophomore w j d ~ student
r
of outstanding promise
or achievement in the field of music.
The Gewge Svmdmp Gadaate F~Elws&$ was atabhhed by
the Board of Trustees of Augsburg in 1947 to honor the menory
of George Sverdrup, Praident of Augsburg from r91 x to 1937.
It is awarded annually to an Augsburg graduate of outstanding
character and abiLity who plans to prepare further for the mcatiOn
of teaching. The amount of the Fellowship is five hundred dollars.
The Keith E. H o # w n M&I
Sckohshifi was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in
memory of their son who gave his life in the conquw of Okinawa.
The d o l a d i p wnsists of the income from a fund of $ I ,075 and
is awarded annually t o a student selected on the basis of academic
achievement, personal character, and ability in the field of athletics.
T& Lastberan E r o f k h d SchIarshij of $300 is provided by
the Lutheran Brotherhood Life Insurance Society and awarded
each fall to an outstanding Lurheran college senior. The student
is selected by the college in the spring of the junior year on the
basis of religious leadership and &ohtic standing.
The Alcgsburg College Wotnen's Club Scholarship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship.
T h Adolph Pmlson Mem&Z Prize, from a fund established
by members of the Paulson family in memory of Professor Adolph,
Paulson who taught Social Science at Augsburg from 193o to I 93 5,
is awarded annually to a college student for the best essay written
on an assigned subject in the general field of Christian Sociology.
The amount of the prize is $40.00.
The Celia Fredricksm Schlursbip consists of the income from
a fund of one thousand dollars. It is awarded annually to an Augsburg student from the Lamberton, Minnesota, parish of the Lutheran Free Church.
The Greater Augsburg Alumni AssocilEtim Scholarship of $250
is awarded annually to an outstanding alumnus of Augsburg in
order to encourage and assist promising students in the carrying
out of projects of graduate study.
The Women's Missionary Federation Scholarship is awarded by
the Federation to returned missionaries pursuing further study or
to Lutheran students of recognized Christian character and good
scholastic records who are making preparation for mission work
in evangelistic, medical, educational, literary, agricultural, or other
fields approprite for missionary work. The scholarship is granted
for one year at a time in amounts varying from $so.oo to $250.00
per year for academic and professional training. Higher awards are
possible for graduate work or medical study.
EMPLOYMENT
SERVICE
The employment service, located in the Placement Ogce, has
been successful in placing hundreds of men and women students
in pairt-time positions. The types of work secured are of many
kinds, including recreational leadership, restaurant work, domestic
service, sales work, and secretarial and clerical work.
Students ai-e employed by the college in many activities. For
these positions preference is given to upper-class students who
have maintained a good scholastic average.
Assistance in securing summer employment is also provided
each spring by the Employment Service.
Application forms for part-time employment on or off campus
may be secured from the Admissions or Placement Offices.
Student Community Life
1
3
CHRISTIAN ENVIRONMENT
The influences which mould life and character on a college campus are of many kinds. While the exercises of classroom, laboratory,
and library form the organizing basis of college activity, they need
to be supplemented by other than academic forces. These intangible
but very real supplementary iQuences have much t o do with
creating the spirit of an institution. At Augsburg d e h i t e emphasis is placed upon the maintenance of a wholesome spirit of
Christian community living. Students are urged to give conscious
attention to this personal and spiritual side of their development
and thus contribute toward the prevalence of a vital and happy
Christian atmosphere on the campus.
It is the earnest desire of those who direct the policies of Augsburg that the institution may constantly be permeated by an atmosphere in which the quest for Truth as it is in Christ is prayerf d y fostered in each life.
All students are required to register for two class hours per week
in one of the courses offered in Religion. There are numerous voluntary religious activities in which students are encouraged to
participate. Spiritual Emphasis Week is held twice each year. It is
assumed that every Augsburg student will h d a church home
in Minneapolis and attend its services regularly.
I t is expected of each student that his life, conduct, and influence, both on and 06 campus, shall be worthy of a member of a
Christian College. Those who do not feel drawn to this quality
of life and to the fellowship in which it is nourished should not
seek to be enrolled at Augsburg. A truly Christian spirit and
environment must be the product of the united effort and prayer
of faculty, students, and administration.
THE CHAPEL SERVICE
The heart of Augsburg's program of Christian education is the
daily Chapel Service, where the faculty and students gatfier for
united worship, prayer, and a brief meditation upon the Word of
God. Regular attendance is expected of all students.
DISCIPLINE
The Christian ideals of Augsburg give no room for such demoralizing practices as gambling, drinking, frequenting of public
dances, indiscriminate attendance at movies, and objectionable
card playing. Students enrolled at Augsburg are expected, therefore, not to participate in such practices.
Augsburg reserves the right to dismiss or to discipline any student who is not amenable to advice and direction. The school likewise reserves the right to dismiss any student whose general conduct or influence is unwholesome. Such a student may be removed
although no formal charge is made against him.
CULTURAL OPPORTUNITIES
Augsburg's location in Minneapolis gives its students unique
opportunities to make use of some of the finest educational and
cultural advantages offered in the Upper Midwest. Excellent
art collections are to be found in The Minneapolis Institute of
Arts and the Walker Art Gallery. The Twin City libraries are
large and extensive in their services. The Historical Museum in
St. Paul gives access to large collections of historical material. The
Minneapolis Symphony Orchestra programs and other concerts
afford rich opportunity for music appreciation.
In the Twin Cities are located both the University of Minnesota
and several colleges, affording contacts which are conducive to intellectual and cultural stimulus and development.
CONVOCATION
Regular convocation programs are held at Augsburg throughout
the year. These programs aim to acquaint the campus community
with outstanding personalities and problems in various fields. A
wide range of interests is covered, including the scientiiic, political,
social, religious, and artistic.
RECREATION AND SOCIAL LIFE
"No man is a hypocrite in his pleasures." To learn to enjoy the
right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the formation of helpful recreational habit-patterns, not
only as regards the definitely planned play-program supervised and
directed by the Department of Physical Education, but as regards
the use of leisure time in general. Wholesale social activities of of
many kinds are fostered and encouraged.
STUDENT AREAS
The Student Center, the Student Council Room, the Augsburgian and Augsburg Echo Offices in Science Hall are headquarters
for many student events and provide opportunity for students,
both campus and city, to meet informally and to promote student
activities. The recreation room at Sivertsen Hall, the gymnasium,
the Dining Hall, and the reception rooms in the various residences
provide opportunities for informal social gattherings and for study
and discussion groups.
The Tower Prayer Chapel in Science Hall is open during the day
for times of quiet and meditation. Smaller groups may request the
use of the chapel for devotional meetings.
STUDENT ACTIVITIES
Student activities are regarded as an integral part of the educational experience of college students. The oflice of Coordinator
of Student Activities has been created to provide centralized services, continuity, and concern for the e~ectivefunctioning of all
student activities.
The program of student activities is organized through the
Student Council. College direction is provided by the StudentFaculty Committee, the Coordinator of Student Activities, and
the faculty sponsors of the several organizations. The Student-Faculty Committee serves as a liaison lbetween the Student Council and
the Faculty Council.
STUDENT
GOVERNMENT
The Student Society. Its purpose is to guide student affairs and
to provide students with training in practical democracy and in
developing student initiative and leadership. An organization of
the entire student body, it is the agency for student government
on the campus. It delegates the authori'ty "to promote and govern
the all-student activi,tiesmof the college to The Augsburg Student
Council. The president of the Council and the major chairmen
are elected by The Student Society. Other memibers are elected
by each of the College classes and The Theological Seminary as
their representatives. A local council of the National Stdent
Association has !ken formed by the Student Council.
Associated Women Students consists of all women enrolled in
Augsburg College. The purpose of this organization is to provide
an organization for self-government, to create a sense of hacrmony
and fellowship among the women of the College, to promote and
maintain a high standard of honor and integrity in matters of
personal conduct, and to encourage participation in college activities.
Memorial Hall Hmse Council is made up of the counselors and
representative students from each house in Memorial Hall. The
members aid in establishing policies for the residents, and assist in
maintaining order in che Hall.
Class Organizations. Freshmen, Sophomores, Juniors and Seniors
each have their own class organization and participate in student
government.
ACADEMIC
Aristotelians. Membership is open to students who specialize in
the natural sciences. Programs are planned to develop and further
the scientific interests of the students.
The Business Club draws membership from the Business and
Secretarial Studies classes. The development of professional interests is the major objective.
T b German Society. This organization is for the purpose of
cultivating an appreciation of the German language and culture.
The Home Economics Club, open to all students in &at department, is an organization promoting professional attitudes toward
all aspects of home and community life.
The Nmse Club. This club is composed of students who are
interested in Norwegian history, literature, music, and art.
The Spanish Club gives members of the Spanish classes opportunity to exercise Ithe use of their knowledge in informal gatherings.
ARTS
The Camera Club. Camera fans meet regularly to exahange ideas
about their hobby and to develop skill in photography.
The Drama Club has been formed 'to give interested students
opportunity for self-expression in the field of the drama.
Film Society. Students interested in lbringing iilms to the campus subscribe to a series each year. Discussions follow on the sociological, psychological, or literary merits of the production.
Forensics. Augsburg is annually represented by men and wornen debaters at intercollegiate contests which are held in various
colleges in Minnesota and neighboring states. There are also local
and intercollegiate contests in oratory. Reading recitals and plays
are additional means of oral expression.
Music. A comparatively large number of students take part in
the musical activities of the school. These are composed of the
choirs and the band and a variety of smaller groups. The aim of
these organizations is to spread the Christian Gospel &rough the
fellowship of music and song.
Membership in the choral organizations and the band is based
upon musical aptitude and interest. College credit is given to members who fulfil the requirements outlined by the Department of
Music.
The Augsbzcrg Cdkge Choir consists of albout sixty memlbers.
From year to year che Choir has toured in various parts of the
United States, singing an average of twenty-five to thirty concerts
during each season. The itinerary has included the West Coast,
East Coast, Canada, and the Midwestern states.
The Augsburg C h a l Club serves as a preparatory choir, and
also trains for concerts which are given both in the Twin Cities
and in ocher parts of Minnesota and neighboring states.
The Augsburg College Concert B d presents regular concerts
on tour. In addition, it gives practical experience in instrumental
music and &us furnishes training for the prospective teacher.
The Male C h u s affords opportunity to those interested in this
special type of group singing. The chorus meets once a week.
In addition to the Choir, Choral Clulb, Male Chorus, and Band,
there are at Augsburg many smaller musical groups, both vocal
and instrumental. For many years Augsburg has sent out duos,
trios, quartets, and similar groups among the churches. These organizations are usually formed and directed by the ,students themselves, subject to the approval of the music department.
Each year the chairman of Music and of Speech together with
faculty representatives of the Music and Speech departments
and a student chairman, sponsor a light opera. The 195 3 presentation was Gilbert and Sullivan, HMS P h f o r e ; the 1954 presentation was Gilbert and Sullivan, The M i U o .
Minneapolis Symphony Orchestra F m m , inaugurated in I 9 5 31954, invites Augsburg students and faculty to sdbscribe to a
series of six concerts of the Minneapolis Symphony Orchestra at
Northrop Auditorium on the University of Minnesota campus at
a special rate. The subscribers constitute a forum for discussion of
musical art. Speakers at the forums at Augsburg in 1953-1954
were Antal Dorati, conduct'or of the Symphony; John K. Sherman, Arts Critic of the Star-Tribune; and Isaac Stern, violinist.
The Writers Club. This organization is composed of students
interested in creative writing. Members submit articles for group
criticism at the regular meetings. This group annually sponsors a
"Creative Night" where all types of creative arts, music, painting,
sculpture, as well as writing, are demonstrated and exhibited.
ATHLETICS
All students and faculty are admitted t o home athletic contests
upon presentation of their athletic cards, which are distributed at
the beginning of the school year.
Physical Edzlcatim and Recreatim. Under the direction of
the Department of Physical Education a wide range of activities
of a recreational nature is arranged for general student participation. Every student is urged to find some activity in which to participate for his own pleasure and recreation.
Co-Rec, or recreational sports, evenings are arranged twice a
week for both men and women to provide recreation and to foster
and increase interest in recreational games and sports.
Imtrmural Athletics. Through the intramural department
competition is maintained in touchball, basketball, table rennis,
badminton, softball, handball, volleyball, horseshoe, tennis, and
shdeboard. Climaxing the intramural program is the Conference Extramural Meet, a special Minnesota Intercollegiate Athletic Conference event in which champions of all intramural sports
of member schools compete for Conference intramural championships.
The "A" Club. Membership in the "A" Club is limited to
men who have won a major A at Augsburg. The aim of this organization is "to bind the 'A' men of the past, present, and future
into a more intimate bond of fellowship, and to keep the athletics
of Augsburg on the highest possible plane."
Women's Athletic Association. The Women's Athletic Association is an honorary organization. Membership is gained by participation in d i v i d u d and group recreation activities with awards
given on a point basis. The Augsburg W.A.A. is a member of
the Minnesota Athletic Association of College Women.
The Pep Club is organized to develop a vigorous interest in support of the college games and sports.
Imtercollegiate Athletics. Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football, basketball, baseball, track,
tennis, and golf.
It is the purpose of Augsburg to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy. This philosophy is to 'be reflected in the conduct and outlook of lboth the players and =he spectators. The educational program of the college recognizes that recreation and play are a
fundamental part of human life, and that t'&s phase of life needs
to be cultivated if physical, mental, and emotional health are to
be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to the fact that competitive play can contribute to the development of student interests, skills, insights, and
loyalties.
More specifically, the following outcomes are sought: ( I ) The
student participating in athletics should acquire and exhibit, 'both
in and out of athletics, such ,basic qualities of character as self-
discipline, honesty, sense of fair play, and cmperation. ( 2 ) The
participant should develop the knowledge, interests, and skills
which will be of special use to him in such vocations as teaching
and coaching or recreational leadership, or in his own recreational
activities. Far from being set apart from his educational goal or in
any way competing with it, the student's participation in intercollegiate athletics must either contribute directly to this goal or
be complementary to his other educational activities. ( 3 ) The student spectator should acquire and exhibit some of the finer qualities of Christian character, such as self-restraint, sense of fair play,
appreciation of high grade performance on the part of both opponents and fellow-students, and respect for individual personality.
(4) The intercollegiate a~hleticprogram should contribute to the
development of a unified and healthy "schml spirit". Enthusiasm
for intercollegiate athletics or other cocurricular activities should
not overshadow pride in high scholastic achievement, nor can it
take the place of a well-rounded and effective intramural and general recreational program.
CITIZENSHIP
Brotherhood Week. The last week in February is devoted to
developing Christian concepts of brotherhood, with speakers for
the Campus Chest Fund Campaign speaking for Brotherhood.
Future Teachers of America. The Martin Quanbeck chapter on
the Augsburg campus is open to all students who are interested in
education and especially those preparing for the teaching profession. The program is designed to develop professional understanding and attitudes.
*Human
Relatiom Club is an organization of students w'ho
major in one of the social sciences or d o are particularly interested in human relations.
Organized Field Trips. Various departments arrange for field
trips to places of special interest, such as the State Prison, State
Capitol, social settlement houses, and industrial and financial institutions.
rr9elitical Action Conference. Students interested in history or
political science cooperate with the NSA chairman and the head of
the history department in sponsoring a three-day conference on
Political Action during March.
The Republican Club and the Young Democratic-Farm-Labor
Club are organized to faster interest in political activity and good
government, and to provide an opportunity to discuss issues of
the day.
SPAN. Augsburg participates in Student Project for Amity
Among Nations, a Minnesota organization for students who quali.fy for study abroad according to its program.
The Co-Ed Toastmasters Club. This Augsburg Club is open to
both men and women interested in improving public speaking
techniques.
Student Projects. Augsburg students participate in a large number of projects, such as Campus Chest Fund Campaign, Library
Drive, +he Minneapolis Community Chest Fund, Red Cross,
March of Dimes, Blood Bank, Lutheran World Action, and community surveys.
PUBLICATIONS
Students interested in journalism can get practical experience in
campus publications. All student publications are under the supervision of the Board of Publications, composed of students and
faculty advisers. Each year this board edits the Student Handbook
and Directory.
The Augsburg Echo, a bi-weekly newspaper, offers opportunities for a selected number of students to participate in both journalistic and creative work.
The Augsburgian yearbouk provides outlets for students whose
interests lie in writing, photography, and art.
All publications are student operated. Their primary function
is t o present ehe Augsburg story from day to day and year to
year from the perspective of the student.
RELIGIOUS LIFE
The Religious Life Committee is ,the unit through which the
students and faculty endeavor to promote a religious program
that will supplement and enhance the inherent Christian program
of the college. Co-chairmen of this council are &e student Director
of Religious Activities and the College Pastor. Areas for which
this committee carries responsibility or concern are the Mid-Week
services, dormitory devotions, $iritual Emphasis Weeks, prayer
meetings, and 'similar volunteer group meetings.
This council also serves as a coordinating agency for all volunteer Christian organizations on campus. The two principal organizations are listed as follows:
Missimz Society. This organization promotes mission concern
through a program of study, fellowship, worship, and service. A
highlight of the year is the Mssion Festival.
Lwtberan Student Assochtimz. This group seeks to serve as a
stimulus and outlet for Christian faith and life. Students participate in regional and national LSA Conferences.
SOCIAL
Students at Augsburg are given opportunity for social training
and social recreation. The Student Council &rough the Chairman
of Social Activities, assisted by a Committee on Social Education,
sponsors a monthly all-school activity of a social nature which all
students are urged to attend. Most of these are informal. The Sophomores and Juniors sponsor semi-formal banquets. The Associated
Women Students and a number of other organizations sponsor
teas, dinners, and social affairs on and off campus.
AWARDS
Honors are given each spring at the Honor Convocatiun in
recognition of students who have taken noteworthy part in student activities.
The C h s of 1918 Oratorical Cup was presented to the College
as a prize to arouse interest in oratory. The name of the winner
of the annual contest is engraved upon the cup, which is to remain in the possession of the College and is placed on exhibition
in the % i c e Hall.
The 1927 Class Cup for Scholarship is awarded to the Senior
student of highest scholastic standing who has attended for at least
two years.
The 1925 Class Cup in Athktdcs is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
Tbe Harold A. Johnsm Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged to
be the most valuable player on the basketball team.
Student Personnel Services
ADMINISTRATION
College students face many new opportunities and not a few
problems. Some problems disappear soon after the student has
enrolled .but in many cases others appear during the four years
of college. In order to help students to make the most of the
opportunities and to provide help in the solution of problems,
Augsburg College has developed a number of services for students.
These include Freshman orientation, vocational and aptitude testing, counseling, housing and food service, health service, recreation
and leisure time activities, hancial aids, student employment service, and extra-curriculdr activities. Graduating seniors and alumni
benefit from the services of the Placement Oflice. The administrative phase of these services is centered in the of6ce of the Dean
of Students. Plans and policy are formulated by the Student Personnel Committee.
FRESHh4A.N ORIENTATION
Freshmen and other new students participate in "Freshman
Days" before the beginning of classes in the fall semester. The
students take tests, inspect the college facilities, and become acquainted with heir fellow students, with the faculty, and especially with their own faculty counselors. Several conferences with
the faculty counselors are scheduled for the students, during
which they plan their program of study.
All freshmen enroll-in a class in Orientation. In this course,
the students learn about standards and requirements of various
areas of college life. Methods and habits of study and related
techniques are explored. Personal health, social adjustment, personal
finances and vocational aims are discussed.
TESTING
A battery of aptitude, ability and interest tests are administered free to all new students during Freshman Days. College aptitude scores, English and reading ability scores are obtained far
later use by counselors in helping students plan their programs.
Personal adjustment scores and vocational interest scores help the
students select occupational goals and future careers.
COUNSELING
The purpose of counseling is to give the student individual
help in all areas of adjustment to college life. The insight and
techniques of adjustment learned will also serve him later in life.
Each new student is assigned a faculty counselor who may serve
for two years. Counselors for juniors and seniors are their major
advisers. The deans and other administrative oi3icers are general
counselors to all students.
The Faculty counselor helps the student plan his educational
program in accordance with 'his life aims and interests. The student {becomesaware of his own abilities and aptitudes through the
analysis and interpretation of test data by his counselor.
Through a system of referral, students may obtain counsel from
any member of the faculty, or from qualiiied persons within the
college community.
VOCATIONAL COUNSELING
Vocational counseling is introduced to freshmen through the
use of a vocational interest test. An Occupational Information
iile in the college library provides study materials for vocational
planning. Career conferences annually bring many professional
people to the campus for group sessions and individual counseling
on job opportunities. By means of such informational material
and *he help of his counselor, the student is able to make a vocational choice appropriate to his ability and vocational interests.
PERSONAL COUNSELING
Students who have difticult personal problems may iind help
through discussing the prdblem with their counselor. Finances,
social adjustments, and church activities are common topics of
discussions. Students v h o have spiritual prablems may confer with
their counselors, or other faculty members, particularly the College Pastor and members of the Department of Religion.
HOUSING
Sverdrup-Oftedal Memorial Hall provides housing for about
I yo men. Fifty women are accommodated at Sivertsen H d , with
House and Edda House
Morton Hall housing twenty, %am
each housing eighteen women.
The college maintains several small apartments for married studena. Applications may be made in the o6ce of the Dean of Students.
Students not living at home must five in college-operated housing, and must take their meals in the college dining hall. Students
may under certain conditions be permitted ,tomake other arrangements, after consultation with the Dean of Women or the Dean
of Students.
Residence halls are open to new students a day before regular
schedules 'begin and are closed wi& twenty-four hours after che
term closes. The rule applies also to vacations. Students who wish
to stay in residence halls during vacations must have special permission from the Deans.
Room rent and b a r d must :bepaid in advance. Rooms are furnished except for bed linen, towels, and blankets. The women
may also provide their own ,bedspreads and drapes. Laundry
facilities are available in each unit. Residents are held responsible
for any beakage or injury to furniture, fixtures, or equipment,
beyond ordinary wear and tear.
ROOM APPLICATION
Application for rooms should be sent to the Dean of Students
or the Dean of Women as soon as the student receives notice of
acceptance. Room assignments are made in order of application.
Residents are reassigned for the next year before August first. '
After all residence halls have been filled, students are assisted
in finding rooms in private homes. The oflice of the Dean of Students maintains a selected list of available housing.
FOOD SERVICE
The ground floor of Sverdrup-Oftedal Memorial Hall houses
a cafeteria and dining hall, a social room, and a private dining
room available to students and other groups upon request.
All students, campus and off campus, share in the privilege of
using these service units. The dining hall will furnish food at
cost to student groups, for special parties or picnics.
STUDENT HEALTH SERVICE
I
+
The Student Health Service provides campus dispensary service
during school days with a registered nurse in charge. The College
Physician has daily office hours on campus for consultation and
for emergency treatment. Physical examinations arc given all entering students. Correcrive treatment is provided where needed,
and a school-wide program of recreation and physical training is
conducted. I d r r n a t y rooms are adjacent to the dispensary. T h e
Health Service is housed in a ground floor section of Memorial
Hall, the men's residence.
Students, faculty, and stafi have chest X-rays taken semi-annually through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit.
PLACEMENT SERVICE
The Placement Bureau assists seniors and alumni in securing
P0s;tions. Continuous contact is maintained with business, governmental, welfare, and educational institutions and organizations
a t the local as well as the state and national levels. Interviews are
arranged both on and off the campus. A registration fee and a
small placement fee are charged.
The employment service which assists students in obtaining
part-time employment is also located in the Placement Oflice.
Augsburg College
ACADEMIC ADMINISTRATION
Admission Procedure
Application for admission should be made on the regular admission form, which can (be secured from the Office of Public M a tions of from t h e Oflice of the Regimar. These forms are generally available also in Mmnesota high schools. The application,
together wi& t h e high school record, p r k o u s college record, if
any, two letters of recommendation, and a small photograph,
should be sent to the Office of PubIic Relations. A student seeking
adrmssion in t h e fall semester should apply not later than Septernkt 1 5 and for rhe spring semester by February I .
Requirements for Admission
~ u g s b u College
r~
admits as students, men and women of g o d
moral character and sound health who appear to have the ability
to succeed in college. Escimate of ability is determined by rank
in the high school graduating cIass and in the college aptitude test.
The normal basis for admission is the completion of the courses
of grades nine to twelve in an accredited high school. No definite
pattern of subjects is required, but it is recommended that rhe last
four years of high school include four units of English, or three
units of English and two of a foreign language, two units of social
studies, and one unit of mathematics. A unit is defined as a course
covering one academic year and equivalent to at least 120 hours
of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and
their achievement in a college aptitude examination and an English
achievement test.
Applicanrs who are not high school graduates bur who give
evidence of sugcient maturity are considered for admission upon
recornmmdation and on rhe bash of achievement in a college aptitude test, English achievement test, and General Educational
Development Tests on literary materials, social science materials,
and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in ad-
vance if they have been taken in the state-wide testing program.
The General Educational Development tests are available to service
men through the Armed Forces Institute. All tests may, however,
be taken at Augsburg by arrangement with the Registrar.
The College reserves the right to reject the applications of students whose previous records or aptitudes, as measured by tests,
indicate they may have difliculty with college work.
Deficiencies
Applicants who have been accepted for admission with a deficiency in English will be required to register for a special course
in English. Such deficiency and the requirements with regard
to additional training will be determined at the beginning of
the Freshman year by means of tests. The requirements include
the attainment of definite standards as to spelling, grammar, pronunciation, and general correctness in the use of the English lanPage.
Transfer and Advanced Standing
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there.
If their previous work was unsatisfactory, they will be admitted
at Augsburg only under special circumstances.
Advanced standing, that is, credit for courses completed, is
granted to students d h o present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted
on &e basis of comprehensive examinations.
Admission of Veterans
Veterans, qualiiied for educational benefits under any of the
government programs, may study at Augdburg and receive these
benefits. The veteran must secure a c e d c a t e of eligibility from
the regional office of the Veterans Administration. Application
for benefits must be made in advance of registration, except that
veterans who are eligible for assistance under Public Law 5 50 may
make application for entitlement when they enroll at rhe college.
In order to receive college credit for experience in the military
services, the veteran must present a photostatic or certiiied copy of
his Separation Record at the Registrar's W c e . Evaluation will
be made according to the recommendations of rhe American Council on Education. Veterans who have completed basic or recruit
training will be granted a total of 4 semester credits, 2 in health
and 2 in physical activities. Some college credit is given for the
completion of the work in certain service schools and for some
courses taken through the Armed Forces Institute.
Registration
Students who have been accepted for admission should register
on the days designated in the Calendar for this purpose. Students
who register later than three days after classes begin are charged
a late registration fee of $3.00. No student may register for or
enter a course later than .two weeks after the beginning of classes.
In registering, care ~hould\betaken to include the Lower Division
requirements during the first two yms. However, if such registration is delayed beyond the second year, a student will neither be
required nor permitted to register beyond the allowed number of
credit hours per semester in order to make it up.
No credit will )begiven a student for any subject for which he
has not registered. The college reserves the right to cancel any
course for which there is not sugcient registration.
Registration means that the student accepts all the rules and
regulations established by the school.
The normal registration is 16 credit hours. A credit hour is
defined as one recitation period a week throughout a semester.
The privilege of registering for more than 17% credit hours
may be granted only to students who have gained an average
record of By or two honor points per credit, in their previous
college studies. Exceptions to this rule may be made under certain
conditions determined by the Admissions and Scholarship Committee. No student is permitted to carry work for more than
20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
~ H A N G E OF REGISTRATION AND CANCELLATION
In case a student desires to make any changes in his registration,
he must obtain a form from the Registrar's oflice on which he may
make application, stating clearly his reasons for desiring the change.
Approval of the teachers concerned and the student's adviser
and the Registrar must be obtained before a change will be permitted. A course which is abandoned without being cancelled through
the Registrar's Oilice will result in a grade of F.
Changes of registration which involve the adding of courses
cannot be made later than two weeks after the beginning of classes.
Changes which involve canceling a course cannot be made after
the middle of the semester.
A fee of $1.00 is charged for each change of registration after
the lbeginning of the second week of classes.
A student who finds it necessary to leave school before the end
of a semester must cancel his registration at the Registrar's o6ce
in order to remain in good standing.
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will
not be allowed unless the student has a grading of C average, or
I honor point per credit, in his courses at Augsburg. Also, the
combined number of credits in any semester must not exceed 17.
The credits thus gained a t the University may be transferred to
Augsburg College and counted towards graduation.
Classification
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which
college credit is given.
Classification is based on the attainment of the following number of credit hours together with an equal number of honor points:
Sophomore, 24; Junior, 58; Senior, 92.
Classification for the Catalog, the Student Directory, and for
all other purposes is determined by this regulation.
Probation and Elimination
There will be a meeting of the Admissions and Scholarship Cornrnittee a t the end of each semester to consider students who are
doing unsatisfactory work, in order to drop from the rolls those
students for whom further attendance is deemed inadvisable.
Freshmen who obtain honor point ratios of .5 or below, Sophomores
.6 or below, and Senior College students .8 or below, as well as
students with 6 or more credits of F, at the end of a semester are
placed on probation during the semester that follows. They remain on probation until an honor point ratio of I is attained for
one semester. A student is not allowed to remain in college on
probation for more than two semesters consecutively, except by
special permission.
In order to be eligible for membership in inter-collegiate athletics, a student must have obtained in his last semester a passing
grade in at least 12 hours of college work, 6 of which must be C
or better.
Class Attendance
Regular attendance in class is required. Students who h d it
necessary to be absent because of illness or for other reasons should
confer with their teachers.
Students are expected to arrange the hours of part-time employment so that work does not contlict with classes. Any exception
to this rule must be agreed to by the teacher of the class affected
and must be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic
reports are submitted to the Registrar. A t the end of the semester,
a record is made of the total absences of each student for the
semester.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods albsent, are issued
by rhe Dean to all instructors involved.
Teachers deal wirh tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence
to the teacher.
Examinations
GENERALRULES
Students are urged to plan their work well from the very beginning since tests are given periodically throughout the semester.
During the first part of each semester reports of the grades attained
are made to the Registrar and the counselors. In addition to this,
h d reports are made at the close of each semester.
Regular written examinations are held at the close of each semester. N o student or class may arrange to take a h a 1 examination
in any course before the examination week.
Absence from a final examination without a s d c i e n t reason
will result in a grade of failure in the course concerned.
A student who has to be absent from a h a 1 examination because of a conflict with outside work from which he cannot obtain an excuse may arrange to take such an examination during
some period after the time on which the subject is scheduled.
If a student has obtained permission from the proper authorities
to take a h a 1 at another hour than the one scheduled, he is charged
a fee of two dollars for such an examination. The fee is to be
paid to the Treasurer of the school, and, before the student takes
an examination, he must obtain a statement from the Registrar's
oflice and bring it to the teacher concerned. The teacher will give
no examination before he has this statement.
A condition or an incomplete received at the end of the semester
must be removed within the first five weeks of classes of the following semester of attendance or within a year if the student has
not 're-enrolled. Extension of this time may be made by the Registrar's Of3ice in cases of illness. If incompletes and conditions are
not removed within the time allowed, the condition automatically
becomes a failure and the incomplete may be changed to a passing
grade only when the average of the previous work is suf3iciently
high. The final grade after the condition examination is taken
may not be higher than D A fee of $2.00 is charged for an examination making up an incomplete or a condition received at the
end of a semester.
Comprehensive examinations may be ,permitted in courses in
which the Admissions and Scholarship Committee feels the student
has adequate preparation or background. Students who wish to
take a comprehensive examination must apply in writing to this
committee. When permission is granted, the necessary approval
forms may be secured at the oilice of the Registrar. A fee of $5.00
is charged for each examination and must be paid in advance.
Examination questions and the answers will be filed in the Registrar's oilice.
Grade Values
A-Superior,
g honor points per credit
%Very good, 2 honor points per credit
I honor point per credit
&Satisfactory,
M a s s a b l e , no honor points per credit
F -Failure, minus I honor point per credit
E--Condition
I -Incomplete
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courser, and
grades. A student who ~ l a n sto graduate from Augsburg is urged
to study the requirements as outlined in this section of the catalog
and: in the department in which he plans to major. It is the responsibility of the student to see that he includes the required
subjects at the right time in his program of studies. The faculty
advisers, .&e Dean, and the Registrar will gladly assist him in planning his program.
Lower Division
For a proper distribution of subjects among the fundamental
fields of knowledge the following credits are required of all students in the Lower Division, laying rhe basis for study in profescollege education.
sional fields or for a
Religion
2
credits each semester
English: Course 1-2 or 3-4
6 credits
Students exempted from Freshman English must earn
6 credits in literature.
3 credits
Speech: Course I I
Foreign Language
8 credits
Students who have studied a foreign language for
three years in high school and students with majors in
Home Economics are exempted from &is requirement.
Social Sciences: Hist. I -2, 2 I, 22, or SOC.
credits in Sociology, or Phil. I 5 , I 6
I
Natural kiences
and 3 other
6 credits
8 credits
Health and Physical Education: Courses 2, 3 and 4
3 credits
Students with majors in Home Economics will substitute H. Ec. 68 for P. E. 2.
Psychology required in certain fields
Orientation required of all Freshmen
4 credits
I
credit
Upper Division
MAJORAND MINORS
A student is required to complete a major and one or more
minors for graduation. The major subject is determined by the
student's aims as well as by his particular interests and aptitudes
as shown in the quality of work he does in the Lower Division.
It is well for the student to know in his Freshman year what
major ' h e of study he will pursue. Students who are still undecided as to their major choice when they appear for registration in
the junior year, should, before they register, consult with a faculty
counselor and with heads of the various departments to determine
their field of major work. In planning the major, a student is required to consult with the Head of the Department offering the
major. Majors are offered in the following areas: Religion, Philosophy, Greek, English, Speech, Music, History, Sociology, Social
Science, Business Administration, Business Education, Home Economics, Biology, Chemistry, Natural Science, Mathematics, and
Physical Education.
For major and minor requirements as to hours of credit see
departmental statements.
ELECTIVES
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge and
culture, as well as among the correlatives of the major. Upper
Division students should, as a rule, choose their electives from
courses designated as Upper Division Courses. At least thirty
credits in Upper Division Courses must be completed for graduation. Courses numbered 50 or above are designated as Upper Division Courses.
TOTALCREDITSAND HONOR
POINTS
The amount of work required for graduation comprises a
minimum of 128 credits with an average grade of C, or one honor
point for each credit taken. A credit equals one recitation period
a week throughout one semester.
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with a
gade of A.
ENGLISHPROFICIENCY
In order to qualify for the A.B. degree a student must demonstrate a proficiency in the writing and speaking of English.
RESIDENCEREQUIREMENT
To receive the A.B. degree the candidate must spend at least
the concluding year for such a degree in residence.
DEGREEWITH
DISTINCTION
The A.B. degree with distinction is conferred as follows:
Average honor pointa
per credit
2.8-3.0
-7942.1-2.49+
2.5-2
Distinction
Summa Cum Laude
Magna Cum Laude
Cum Laude
Only students who have spent at least two years in residence
are eligible for honors.
RECOMMENDATION
FOR GRADUATE
STUDY
In order to receive a recommendation for graduate work, a
student must attain an average grade of By or two honor points
per credit.
CURRICULUMS
..
The following courses of study are outlined as guides for the
student and his adviser in planning a program which will prepare
him for tbe vocation of his choice.
Tbe Christiafi Ministry
Completion of the pre-seminary curriculum qualifies the student
for admission into the three-year course in the Theological Seminary, which prepares students for the Christian ministry as pastors
or missionaries. The following program gives the approximate
pre-seminary course. Separate curriculums have been worked out
by which a student may major in History, or Philosophy, or English, or Sociology. The student should seek the counsel of the
Seminary adviser as early as possible, as variations according to
the major chosen may affect the choice of courses even in the
Freshman year.
The Seminary adviser for candidates for Augsburg Seminary is
Mr. Stensvaag, for candidates for other Seminaries, Mr. Helland.
Frerhmln
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Orientation
....................
Health .......................
Physical Education . . . . . . . . . . . . .
Freshman English ..............
Foreign Language . . . . . . . . . . . . . .
hropcan Civilization . . . . . . . . . . .
or Natural Science. 8 Cr.
kiobgy .....................
I
2
1
6
8
6
6
-
Sophomore
speech ....................
Natmal Science . . . . . . . . . . . . .
or English Literature, 6 Cr.
New Testament Greek.. . . . . . .
Psychology . . . . . . . . . . . . . . . . .
History ....................
or English Literature, 6 Cr.
Typewriting . . . . . . . . . . . . . . .
33
J
h
New Testament Greek.. ........
Foreign Language . . . . . . . . . . . . . . .
Humanities or Philosophy. . . . . . . .
History or English . . . . . . . . . . . .
Hymns of the Churoh.. . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . .
8
6
6
6
2
4
-
Senior
Youth Work in the Church.. . . . .
Principles of Christian Education. ..
History or English.. . . . . . . . . . . .
Philmphy or Logic... . . . . . . . . . .
Economics or Education or Political
Science . . . . . . . . . . . . . . . . . . . . .
English (for major or minor). . . .
Electives . . . . . . . . . . . . . . . . . . . . . .
s
2
6
3
6
6
6
-
The foreign language requirement includes 16 semester credits
in Greek, and 14 semester credits in Latin, German, or Norwegian.
Parish and Missionary Workers
The purpose of this course is to train men and women for effective service in the Church at home or abroad; that is, as teachens
in vacation, week-day and Sunday schools, as youth leaders, and
as parish workers. The course is so arranged that the student will,
upon its satisfactory conclusion, receive the A.B. degree and also
a certificate indicating that he is a qualified parish worker.
Students interested in becoming parish workers should consult
with Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Religion and
makes it possible to plan for a major in History, English or Sociology. It is also possible ta plan for a major in Religion with a
minor in Home Economics or some other field. The courses essential for the securing of the Parish Worker's Certificate are itdctzed
in the outline below.
Freshman
Bmic Bible . . . . . . . . . . .
Freshman English . . . . . .
Natural Science . . . . . . .
Typewriting . . . . . . . . . .
Principles of Sociology . .
So&l Problems . . . . . . .
Orientation . . . . . . . . . . .
Phpical Activities . . . . .
Electives . . . . . . . . . . . . .
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . 4
Beginning Public Speaking . . . . . . . 3
Types of Plcblic Spcecb.. . . . . . . . . 3
Foreign Language
8
Electives . . . . . . . . . . . . . . . . . . . . . 7
Junior
Tbe Missionary Enterprise . . . . . . . .
Principles of Christian Edwatim . . .
Tbe Christian Churches . . . . . . . . .
Tbe Lutheran Cbnrch . . . . . . . . . . .
Social Psychology or Urban Sociology . . . . . . . . . . . . . . . . . . . . . . . .
Acting . . . . . . . . . . . . . . . . . . . . . . . .
Story Telling . . . . . . . . . . . . . . . . . .
Elemumkry Shorthand . . . . . . . . . . .
Recreational Activities . . . . . . . . . . .
...............
General Psychology . . . . . . . . . . . . . 4
Health ........................ z
First Aid . . . . . . . . . . . . . . . . . . . . . I
Senior
z
t
2
n
3
3
I
6
I
Electives . . . . . . . . . . . . . . . . . . . . . . 10
Parish Work . . . . . . . . . . . . . . . . . .
Youth W i d in the C h r c h . . . . . .
Educational Psychology . . . . . . . . .
Hymlrr and Mwic of tbe Chnrcb.
Fandamentalr of J w m h . . . . .
Craf tr . . . . . . . . . . . . . . . . . . . . . . .
Fields of Social Work. . . . . . . . . . .
Secretarial Practice . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . . . I 3
Each state ,sets certain requirements for obtaining a teacher's
c e d c a t e . The course outlined below satisfies the requirements for
a c e d c a t e for high school teaching in Minnesota. The same p r e
gram will meet the demands set by most of the neighboring states.
The m d m t should apply to the Department of Education for
admission to the Education curriculum during his Sophomore
year. Admission will be determined by a committee on rhe
basis of scholarship and other qua~cations. In addition to departmental majors, broad majors for teaching may be secured in
natural science, social science, and business education.
Freshman
Sophomore
' ~ e l i ~ i o n. . . . . . . . . . . . . . . . . . 4
\ F r e h t m ~ n ~ l i r.h. . . . . . . . . . . . . 6
E m p a n Civiliz&on . . . . . . . . . . . 6
\3Religion . . . . . . . . . . . . . . . . . . . . . . 4
~ o r r i g a-ge
or N.N.~
Science . . . . . . . . . . . . . . . . . . . . . 8 Speech ....................... 3
. . . . . . . . . . .Foreign
. . . Language
. . . I or N a d
phpricd Edmcadon , . . . . . . . . . . ., I
Saence . . . . . . . . . . . . . . . . . . . . 8
H4
T q
h l t h ........................ 2 \I ~sychology . . . . . . . . . . . . . . . . . . . 4
Electmcs . . . . . . . . . . . . . . . . . . . . . . 4 Electives . . . . . . . . .
- 13
-
C .7.,
32
Junior
Religion . . . . . . . . . . . . . . . . . . .
4
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Educarional Pqchology . . . . . . . . . 3
Twhinng in High School.. ....... 3
W p h y . . . . . . . . . . . . . . . . . . . .6
Group Activity . . . . . . . . . . . . . . . . 2
1
&
in Major or Minor.- . . . .14
Principlw of Guidm-. . . . . - . . . . . 3
History and Philosophy of
Education . . . . . . . . . . . . . . . . . . 3
Student Teaching . . . . . . . . . . 4 or 5
Special T&g
Me-.
....... 3
Electives ..................... .I4
32
32
-
-
The program in bminesc administration is intended for students
who are planning for work in the fields of bwiness and industry.
The course affords thorough preparation for a business vocation
and r d t a in a Bachelor of A r t s degree.
Fruhmvl
Religion . . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English ............... 6
European C i v h t i o n or Sociology. . 6
Principles of Accounting . . . . . . . . . 6
Foreign Language .............. 8
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . . z
Physical Education .............
I
Junior
Religion . . . . . . . . . . . . . . . . . . . . . . 4
United Statca History . . . . . . . . . . 6
B
h Law .................. 3
Advanced Accounting . . . . . . . . . . 3
Business Finance . . . . . . . . . . . . . . . . 3
Money and Banking . . . . . . . . . . . . 3
Ele~rireC
~
................
P
10
Sophomore
Religion . . . . . . . . . . . . . . .
Speech ...............
Natural Science ........
Psychology ............
Principles of Economics . .
Introduction to Statistics.
Elective credits . . . . . . . . .
Senior
Religion . . . . . . . . . . . . . . . . . . . . .
4
Marketing or Production . . . . . . . . 3
Labor and Management Relations . . 3
Public Finance and Taxation . . . . . . 3
Elective credits . . . . . . . . . . . . . . . . - 1 9
Secretarial Work
Preparation for teaching [businesssubjects in high school requirca
work in the departments of Business Admidstration and Secre6 1 Studies An outline of the requirements in business education appears under the Department of Seoretarial Studies
The first year of ihe following program provides preparation for
certain oflice positions Completion of the second year provides
more advanced training A student who has had similar coursed
in high school may be admitted to advanced classes on the basis of
a proficiency test
.
.
.
.
.
Pint Year
Religion . . . . . . . . . . . . . . .
Fmhman E n g U . . . . . . .
Elementary Shorthand . . .
Elementary Typewriting .
Intermediate Typewriting
P.rinciplea of AccoUdn'g .
Otiell~tion............
Phyniul Education ......
Health . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . .
Second Year
Religion . . . . . . . . . . . . . . . . . . . . . . 4
speech . . . . . . . . . . . . . . . . . . . . . . . . 3
Advanced Typewriting . . . . . . . . . . z
Advanced Shorthand ............ 4
Psydlology . . . . . . . . . . . . . . . . . . . . 4
Secretarial Practice . . . . . . . . . . . . . 3
O9ice Machines ................ 2
Coneumer Edocttion ............ z
Electives . . . . . . . . . . . . . . . . . . . . . . 8
.
32
V o c a t in
~ Home EEmwmics
From the vocational point of view, the work in the Department
of Home Economics is intended to prepare students for homemaking, to equip them for the teaching of home economics in
high school, and to give them the &st two years of the training
required for such vocations as dietetics, institution management,
home economics in business, home economics and journalism, and
home economics extension.
Each student who plans for a vocation in this field should consult members of the home economics staff about the details of the
program when she lbegins her college work. A curriculm for a
home economics education major is given lklow. Courses in italics
are not required for a general home economics major.
Freshman
Religion . . . . . . . . . . .
Orientation
Physical Education . . . .
English . . . . . . . . . . . . .
Principles of Physics. . .
Principles of Chemistry
Art in Daily Living. . . .
Clothing Selection . . . .
Nutrition . . . . . . . . . . .
Clorhiig Construction .
Speech . . . . . . . . . . . . . .
Sophomore
Religion . . . . . . . . . . .
Psychology . . . . . . . . .
Economics . . . . . . . . . .
Marriage and Family
Principles af Sociology
Anatomy . . . . . . . . . .
Child Development . .
Foods . . . . . . . . . . . . . .
Electives . . . . . . . . . . .
Junior
Religion . . . . . . . . . . . . . . . . . . . . . .
Educational Psychology . . . . . . . . .
Group Activity . . . . . . . . . . . . .
Teaching in High School.. . . .
Bacteriology . . . . . . . . . . . . . . . . .
Textiles . . . . . . . . . . . . . . . . . . . .
Color and Design . . . . . . . .
.
Home Planning . . . . . . . . . . . . . . .
Family Health . . . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . .
4
3
z
3
4
Senior
Religion . . . . . . . . . . . . . . . . . . . . .
Special Methods . . . . . . . . . . . . . .
Student Teaching . . . . . . . . . . . .
Principles of Guidance . . . . . . . .
History and Philosophy of Educa-
z
3
3
r
6
-
Home Management Problems. . . .
Home Management Laboratory. .
Advanced Clothing Construction
Electives . . . . . . . . . . . . . . . . . . .
32
Electives must be in the minor field which the student selects.
Dentistry
Preparation for the study of dentistry can generally be completed in two years. The following schedule will meet the ordinary
requirements for admission.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . 4
F r e h m n Englhh . . . . . . . . . . . . . . . 6
Inorganic and Qualitative ChemLtry
.........................
8
Inuoduciiom to Mathematical Aa-
. .. ... .. . ... .. . . . . . .. .. I 0
orientadon . . . . . . . . . . . . . . . . . . . I
H d t h . . . . . .. . .. . .. .. . .. .. . . . . 2
Physical Education . . . . . . . . . . . . . I
sly+
-
Sophomore
Religion . . . . . . . . . . . . . . . . - . . . . .
European C i v h t i o n . . . . . . . . . . .
Zoology . . . . . . . . . . . . . . . . . . . . Organic Chemistry . . . . . . . . - . - .
General Physics . . . . . . . . . . . . . .
4
6
8
8
8
34
32
Most hospitals prefer that applicants to their nurses training
schooIs have at least one year of college. In many instances, two
or more years of college work would be desirable. A twu-year
schedule may be arranged with the Registrar for those planning
to enter the School of Nursing at the University of Minnesota.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
N s d Science . . . . . . . . . . . . . - - 8
.. . .. . . ... . . . . . . . . . 4
r'qSodob8p . . . . . . . . . . . . . . . . . - . . . 6
Elanen01 of Nutridon.. . . . . . . . . . 3
orht8tion . . . . . . . . . . . . . . . . . . . I
W M Educstiw . . . . . . . . . . . . . I
.
33
Sophomore
Religion . . . . . . . . . . . . . . . .
- 4
History or Politid Science-. . . . . . 6
. .. . .. ... .. . . . . . . . . . 6
.......................3
Science . . . . . . . . . . . . . . . 8
HumoPitiea
speech
N a d
Physical Education . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . .
3
4
34
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg College. This is a part of the three-year course offered by
the hospital. Application for admission to the School of Nursing
should ;be made to the Lutheran Deaconess Hospital, Minneapolis,
Minnesota.
First Year
Religion . . . . . . . . . . . . . . . . . . . . . z
Anatomy and Physiology.. . . . . . . 4
B o c ~ l o g y. . . . . . . . . . . . . . . . . . . 3
a d t r y
....................
Second Year
3
Psychology . . . . . . . . . . . . . . . . . . . ., 2
-
Sociology . . . . . . . . . . . . . . . . . , . . . .
2
-
14
2
Medical T e c h l o g y
Students may complete a course leading to the Bachelor of Arts
degree with a major in Medical Technology by completing three
years of work at Augsburg College and twelve months at General
Hospital, Minneapolis. This course prepares them for examination
for certification in Medical Technology. It is recommended that
students in this curriculum choose a minor in an unrelated field.
The following program is suggested.
Sophomore
Freshman
Religion . . . . . . . . . .
Freshman English . .
General Zoology . . .
Religion . . . . . . . . . . . . . . . . . . . . . .
horganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . .
General Psychology . . . . . . . . . . . . .
S p e d ........................
Foreign Language ..............
Electives . . . . . . . . . . . . . . . . . . . . . .
sacialsciexlce . . . . .
Orientatkn . . . . . . .
.Health . . . . . . . . . . .
Physical Education
Electives .........
k
8
4
3
8
5
-
32
J
4
-Religion . . . . . . . . . . . . . . . . . . . . . . . 4
h d y d c a l Chemistry . . . . . . . . . . . 4
Bacteriology . . . . . . . . . . ., . . . . . . . 4
l%lecrives . . . . . . . . . . . . . . . . . . . . . . 2 0
32
Senior
Lectnres, laboratory and pmcticd
work at General 1for
twelve months.
32
Engineering
A student may take two full years of pre-engineering at Augsburg More transferring. The course outlined below applies to the
fields of aeronautical, electrical, agricultural, civil, industrial, and
mechanical engineering and engineering mathematics at the University of Minnesota. The chemistry and chemical engineering
programs will be slightly different.
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Introduction to Mathematical Andy& . . . . . . . . . . . . . . . . . . . . . . .lo
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics ................ 8
Orientation .................... I
Physical Education ............. I
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . . . r
Elementary Calculus and Differential Equations . . . . . . . . . . . . . . . . IOI
Modem Physics . . . . . . . . . . . . . . . . 4:
Electricity and Magnaism . . . . . . . 4
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . 8:
Survey of European Civilization or
Principles of Sociology and Social
Problems . . . . . . . . . . . . . . . . . . . . 6.
3.6
36
-
-
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the course in civil engineering, in which case it must (be taken in summer session.
Law
The following two-year program is planned especially to meet
the needs of students who purpose to transfer to the Law School!
at the University of Minnesota. It is p s i b l e to modify the program for admission to other law schools.
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
P.&ciplea of Aammtiug. ......... 6
Hnmanitk .................... 6
Eozopean Ci...........6
O r i e n h ....................
He4lrh . . . . . . . . . . . . . . . . . . . . . . . .
Pbpkd Activitk ..............
I
2
I
-
-re
Religion . . . . . . . . . . . . . . . . . . . . r.
chIis&n Ethiu . . . . . . . . . . . . . . . . 2P,k&p1ea of Ecanomkr... . . . . . . . 6.
American Government ........... 6
Logic . . . . . . . . . . . . . . . . . . . . . . . . . 3
History of Philomphy.. . . . . . . . . . .3;
General Psychlogy . . . . . . . . . . . . . +
HistoryofEngland . . . . . . . . . . . . . . 3
speech or sociology. . . . . . . . . . . . . . f
-
Medicine
~faediwt~r~;tm;n;mtrm~tbree~of*
bat: Q I I ~ gtadsnts
~ C ~& &d btamtol
~ p ~ t h e i r ~ w o r k . M a f ' e e n ~ ~
The f ~ ~ g p r o g mwdl
mmee the requkrmts af mosr m d h l
dm&, bcft 5 is a d v i d e for &ti atudtnt to m d y tbe reg*men@of the medid dm1 to which he plans to a&.
&CWb&
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Inorganic and Qualitative Chernistry . . . . . . . . . . . . . . . . . . . . . . . . . 8
introduction to Mathematical Analysis . . . . . . . . . . . . . . . . . . . . . . . 10
Orientation . . . . . . . . . . . . . . . . . . . I
Health ........................ z
Physical Education ............. I
Religion ......................
4
History or Phdomphy ........... 6
Zoology ..............,....... 8
Psychology ....................
4
Qualitative Analyaia ............ q
Quantitative Analysin ? .
, ...... 5
Speech .................. , ..... 3
32
34
-
Junior
Religion . . . . . . . . . . . . . . . . . . . . . .
S
o
c
i
d Science ..................
German .......................
Organic Chemistry .............
Phyeica .......................
4
6
8
8
-8
34
Sophomore
..
-
Senior
Religion ....................... 4
Sociology . . . . . . . . . . . . . . . . . . . . . . 3
German ....................... 6
Physical Chemistry ... , , ........ I
Genetics ...................... 4
Electives . . . . . . . . . . . . . . . . . . . . .ro
32
Social Wad
For students who plan to enter the field of social work the following program is suggested. The same program is appropriate
for those who plan to enter graduate training in this field.
Freshman
Religion . . . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
/ European Civilization . . . . . . . . . . . @
Principles of Sociology. . . . . . . . . . . 3
Natural Science . . . . . . . . . . . . . . . . 8
Orientation ................... I
Health ........................ r
Physical Educaaon . . . . . . . . . . . . . I
Electives . . . . . . . . . . .
Junior
Religion . . . . . . . . . . . . . . . . . . . . . .
Principles of Economics . . . . . . . . .
Sociology . . . . . . . . . . . . . . . . . , . . .
History of Philosophy.. . . . . , . . .
Electives . . . . . . . . . . . . . . . . . . . .
Sophomore
Religion . . . . . . . . . . . . . . . . . . . . 4
American Government . . . . . . 6
Foreign Language . . . . . . . . . . . . . 8
Psychology . . . . . . . . . . . . . . .
4
Sociology . . . . . . . . . . . . . . - . . . . -6
Speech . . . . . . . . . . . . . . . . . . . . .
-c
Senior
4
6
9
6
7
32
Religion
Sociology
Statistics
Electives
................. , 4
...............
9
.................... 3
. . . . . . . . . . . . . . . . ..16
32
Students who plan to enter the Social Work Field should consult the major adviser in the Sociology Department relative to
recommended courses, minors, and electives.
A program whereby a Deaconess candidate can prepare for service in the areas of parish work, social service, high school teaching, missionary work, nursing, or secretarial work may (be arranged in consultation with the Directing Sister of the Lutheran
Deaconess Home, the Dean of Women, and the Registrar.
Divisional Organization
College courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman is appointed for
each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISIONOF RELIGIONAND PHILOSOPHY
Mr. Stensvaag, Chm'rmsn
Religion
Philosophy
Mr. Olson,-C
DIVISIONOF THE HUMANITES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
""
DIVISION
OF THE SOGSCIENCES Mr. Quanbeck, Chairman
-.-History, Political Science, Sociology
Education, Psychology
Library Science
Business Administration and Economics, Secretarial Studies
Home Economics
DIVISIONOF THE
NATURAL
SCIENCES
Biology, Chemistry, Physics
Mathematics
Health and Physical Education
Mr. Nash, Chairman
Courses of Study
Courses marked I are offered &st semester
Courses marked I1 are offered m n d semester
Division of Religion and Philosophy
Through the rtudy of religion and philosophy, the individual ia apprised of
and encouraged to build an the certainties of the
Chrktian faith. The work proceeds on the usumptim that Christianity alone
can furnish a unifying principle which givea meaning to human existence. The
s t u d e a t ia challenged to accept chis +t
of view--to relate himself to Christ
aa the center, to evaluate a l l him studies and experiences in the light of revealed
d,
and to make a consistent use of all his talents and training. The goal to
be desired ia the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth.
tbe central realities of Me
Department of Religion
The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the &tory, doctrines, and ethics of the
&I&, and .m prepare him for effective aervice in the congregation. The funh , d aim in inrtruction is to lead as many as possible to penond faith in
Christ, and to nurture the Christian life.
All full time d e n t s are required to register for two clam houm per week
in one of the COoffered in religion during each runeater of their rtudiea.
Raghtration in New Tutament Greek sa&es tb.ia requirement.
Major, 2 8 credits; Minor, 2 2 credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major
or minor.
BASICBJBLE.Fr. I, 11.
4 Cr.
A brief introduction to the Bible followed 'by the rtudy of the Goepel of M u k
and of one or two books in the Old Testament. The second semeater i, devoted
to the study of two or three ;books in the New Testament, including Romans,
and of brief portions from the Old Testament. Reading assignments include
the entire ~ e ; Testament.
I, 2.
CHURCH
HUTORY.L
s Cr.
A brief nuvq of the main eveno in the hbtory of the Church for dw purp o b ~of developing r more intelligent and appreciative church membenhip.
3.
-ION
AND
65
hmnso~~y
2 0.
THECHRISTIAN FMTH IN THE MODERN
WORLD.n.
A s d y of the Christian faith in its relatiomhip to the secular movemenm
and rival faith of modern Western civilization. The course is designed to give
to the c d e n t m undemanding, fmm the stadpoint of the Chriaisn faibh,
of the prerent co&ts and criser in Western culture.
4.
THE MISSIONARYENTEPPIIWB.I.
s Cr.
The &nary
motives, means, and r d t s are studied as thae are seen in their
varied emphases in the history of missionary work in heathen lands. (Offered
5.
1955-56.)
PRINCIPLES
OF CHRISTIAN
EDUCATION.
n.
r Cr.
Seelu to develop a fundamental understanding of Christina Education, io
history, abjectives, and methods, especially as applied to Sunday School and
Vacation Bible School teaching.
6.
2 Cr.
GREATMEN AND WOMENOF THE CHRISTIAN
CHURCH.I.
The lives of outstanding Christian men and women from the d a p of Christ
until the prwent are studied. Special repom, clam discussion.
7.
8. CHRISTIAN
ETHICS.
II.
t
Cr.
The problems of human duty arc studied in the light of various human philosophiu of morals. Validity ia determined by reference to the Word of God.
The maiu emphasis is on the new life in Christ, io creation, development and
preservation, and its manifestation in the various p h e s of life.
HYMNSAND MUSICOF THE Cnunc~.IL
See Course 10 under che Department of Music.
2
Cr.
GROUPACTMTY.
See Course $ 3 under Education.
I
Cr.
10.
zj.
Upper Division Colcrses
$2. COYPAMTIVE RELIGION. I, n.
4 Cr.
A study of the origin, growth, teachings, and social rutrlw of wme ten or
twelve of the great non-Christian relighna of the world
$3. THECHRISTIAN
CHURCHES.
I.
z a.
Thb coorre lime to give the student an insight into the origin, dcrelopment,
docvinrl ponition, and practices of the various branches of the C h r h h Church.
$4. THE Lurnunw GXURCH.
H.
2 Cr.
A study of the Lutheran Church, ita doctrines and practicer. Attention m
given to L u t h e d in America and to the basic principles of the Lutherra
F m churck.
PROBLEMS
m CHRISTIANLIVING.I.
2 CI.
A wnnideration of some of the fundamental quertiona connected with living
the Christian life: such as, the ysurancc of salvation, the devotionrl life, sandu& of conduct, the me of the Bible, stewardship, choice of vocation, life in the
local wngrcgation. The Epistle to the Philippians is studied.
5 5.
56. YOUTH WORK IN THE CHURCH.11.
z Cr.
A rtlrdy of principles, methods, and m a t e d in youth work for the purpae of derJoping d e e d r e Chrirtian leadenhip in thir sphere.
PI~PNwou. L
Thb e o ~ ueka
c
to f m d k h the student with &e work of
s7.
tion a d Gution. St range in mpc from
4 be mpplunmtcd by n c d fieM work.
2 Cr.
parish orgmizlroul-can to surveys. Clm lecmres
z cr.
GODAND MAN IN THE Om TESTAMENT.
I.
The rich and varied aspects of the Hebrew life with God discovered and
59.
made aipdicant for our day through the study of
a
number of g n a t passages,
including selections in Isaiah and the Psalms.
60. THEMISSAGZ OF THE NEW TESTAMENT.n.
2 ~ r .
A discovery of the essence of the Christian Faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
Department of Philosophy
The courses in p & h P h y seek to assist the student in becoming familiar
with the thoughts of the B r a t men and intellectual movements in the history of
Werrtcm ~~~, to create a n understanding of the principles of sound reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Courses 25, 26, 41, 42, 58 are required
for the major. Courses 41, 42 arc required for the minor.
15, 16. TIIEH U M A N ~IN
ES
WESTFXN no^. I, I,.
A m e y course dcPling with th dmcbpment of W~utcrnthought
6 Cr.
u rdlected
in outrrroding workr in the &I&
of p h p h y , litcprturr, political and aocial
thought, religion, md the am Thc m is a~ccptcdin fulfillment of the
Lower Division requirement in the Social Sciences. (OfFered 195 5-5 6.)
INTRODUCTION
TO PHILOSOPHY.
SO. I.
3 Cr.
By means of reading selected source material, supplemented by classroom lecture and discusion, the student i s acquinttd with the terminology of philosophical dhcuion. Selected phiIoscrphifd problems are treated, including those
of ethics, rnetn~hysia,and theory of knowledge.
25.
26. LOGIC.So. 11.
valid inference. Topics considered inA study of the formal rules
clude: immediate inference, syllogism, scientific method, and a brief introduction to the notation of symbolic logic.
HISTORY
OF PHILOSOPHY.I, 11.
6 cr.
An historical mrvey of the outstanding men and movemenu in the develop
ment of philosophical thought from the Greeks through Kant.
41, 42.
Upper Division Courses
51, 52. C o x m w m RELIGION.I, IL
See course 5 I, 5 2 under Department of Religion.
5 4 ~ O L OF
Y POLITICAL
THOUGWT.
Jr., Sr.
See c o w 54 under Political Science.
II.
3
Cr.
CONTEMPORARY
PHILOSOPHY.Prereq. 42, I.
3 Cr.
An historical survey of the main currents of philosophical thought since h t .
55.
Topics dealt with include: German idealism and romanticism, existentialism,
Marxism, positivism, and pragmatism. (Offered 1954-55.)
X I E R ~ G A A RPrereq.
D.
41 or 42. 11.
3 crA study of selected writings of the Danish existentialist with emphasis on his
contribution tci &wry of knowledge as it relates to philosophy of religion and
theology. (Offered 1954-55.)
56.
5 8. TO. Prereq. 41.11.
3 Cr.
A careful study and analysis of a number of the dialogues of Plato, including
selected portions of the Republic. (Offered 195 5-5 6.)
FORMSAND PHILOSOPHY
OF ART. n.
3 Cr.
The spirit and substance of art and the art experience in their various forms
60.
through demonstrations, lectures, and readings in the philosophy of art. (Offered 1955-56.)
3 Cr.
61. PHILOSOPHYOF RELIGION.Prereq. 3 credits in Philosophy. I.
An inquiry into the nature of religious faith and the religious experience
from the viewpoint of philosophy and psychology. ( m e r e d 1955-56.)
e:
Division of the Humanities
AUGSSU~G
C~UEGE
68
The Division of the Humanitier ~ e k to
s pas^ on to the coming gcnaation
a knowledge and interest in the field of the human cultural inheritance of the
ages, and to give to each student the development that come, from finding hh
place within this culture. The Division creeks to promote the knowledge of there
t r e m of maukind, in language, literature, and the fine arts, and to connect
their expression and growth with the basis of Christian faith and life.
Department of Classical Lampages
The courier in the c l d c a l languages aim to tnin .the rtrrdent to master f o r m
and syntax, to acquire solme facility in translation, and to get mme insight into
clmical culture and its bearing ,upon the present.
Some knowledge of Latin is essential for the study of linguistics and for the
underatanding of historical documents and scientXc terms. A knowledge of
New Testament Greek ic a prerequisite in standard Theological Seminaries.
GREEK
Major, 24 credits; minor, 16 credits.
A course in New Testament Greek satisfies the religion requirement for
credits
the raneater in which it ir taken. Except for C o m e I in the h a t -ester,
in New Testament Greek may be applied toward a Religion major or minor.
NEWT E S T ~GREEK
T
ELEMENTS OF N F . TEST-NT
~
GREEK.
I, R.
8 0.
Text: New Testament Greek for Beginners, J. G. Machen. In addition to a
study of the theoretical and practical grammar, the course will cover the manuscript transmission of the N. Testament Greek text, with the description of the
main Uncial Mss. and ancient versions.
I-2.f
Upper Division Caurses
f I,
52. fin,AND ACTS I-=.
53, 54.
LUKEI-=
AND
n.
ROMANS.I, U.
8 Cr.
8 Cr.
These courses in the Upper Division give special emphasis to parsing, syntax,
and exegesis of the Greek text. Courses 5 I, 52 will be offered in 1955-56;
'xmrs= 53, 54 in 1954-55.
w n t i n u a t i o n course. To receive credit for this course, a student must complete
both semesters.
LATIN
I-2.t
BEGINNINGL a m . Fr. I, IL
Grammar, e q prone, c o e t i o n . A year's course.
8 0.
6 Cr.
Gsm AND ST. AUGUSTINE.SO. I, 11.
Continuation of grammar and syntax. Reading of Caesar's Gallic War and
St. Augustine's Confessions. ( H e r e d 1955-5 6.)
3, 4.
HEBREW
83-84.? Hmmw FOR BEGINNERS.I, TI.
See Theological Seminary, No. 9-10.
6 Cr.
EXEGESIS.I, 11.
8 5, 86. HEBREW
See Theological Seminary, No. 17, 18.
4 Cr.
Department of English
The Department of English aims to train the student in the proper use of
English in oral and written expression; to increase proficiency in reading and
note-taking and handling thought materials; ,to develop a deeper understanding
of the fundamental truths and realities of life revealed in great literature; and
to integrate all these purposes through the principles of Christianity.
The department prepares specijically for the teaching of English in secondary
schools and for graduate study.
Freshman English, courses 1-2 or 3-4, required of all and prerequisites to
other courses in the department. (Students exempted from Freshman English
must register for 6 credits above Freshman English.)
Major: 26 credits above Freshman English, including courses 21, 22, 74, 91-92;
6 credits in American literature; and 2 credits in writing (courses 25, 26,
Journ. I, or Journ. 3).
Minor: 18 credits above Freshman English, including courses 21, 22, 74, 9192; and 3 credits in American literature.
Teaching major: 26 credits above Freshman English; courses l i e d for nonteaching major plus 71.
Teaching minor: 18 credits above Freshman English, including courses 21,
22, 71, 91-92; and 3 credits in American literature.
A minor in speech or library science is recommended for those who plan to
teach English in high schools.
Students who plan to do graduate work in English should include courses
7 5 and 76.
+Continuation course. To receive credit for this course, a student must complete
both semesters.
IMPROVEMENT
OF WRITING.I.
o Cr.
For students who do not meet the minimum requirements i n the entrance
English tests. Emphasis placed on the basic principles of writing and correct
English usage. One double period per week. Wered in connection with English I.
A.
B.
IMPROVEMENT
OF READING.
11.
o Cr.
A developmental program for students who wish to improve speed and comprehension in reading. Open to all students. Limited enrollment.
FRESHMANENGLISH.I, TI.
6 Cr.
For students attaining the required standard in the entrance English tests.
A study of language, composition, and literature. Themes and research papers.
I-2.f
FRESENGLISH. I, n.
6 Cr.
For students who attain a high score in the entrance English tests. Interpretation of reading materials and frequent compositions.
3-4.t
MASTERPIECES
OF WORLDLITERATURE.I, TI.
6 Cr.
Reading, analysis, and discussion of some of the world's great cllssics, selected
on the basis of a unifying theme. Techniques of fiction, poetry, and drama.
21, 22.
EXPOSITORYWRITING. I. Prereq. 1-2 or 3-4.
2 Cr.
The practice of logical thinking, organization, and expression as related to
exposition and argumentation through the writing of original and research
papers. Reading and analysis of models.
25.
CREATIVE
WRITING.TI. Prereq. 1-2 or 3-4.
2 Cr.
Practice in description and especially narration from direct observation and
experience. Supplementary study of the technique and contemporary practice
of the short story. Individual and group projects.
26.
Upper Division Colcrses
so. CORRECTIWWRITING. Offered both semesters.
I Cr.
Required of 211 students who show insufficient ability in the sophomore English
examinations. Designed to develop correctness in writing.
AMERICANLITERATURE.I, n.
6 Cr.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements. (Offered 1955-56.)
5 I, 5 2.
AMERICANFICTION. I.
3 Cr.
A study of the art of the short story and the novel in America, concentrating upon the major writers. ( m e r e d 1954-55.)
5 3.
AMERICANPOETRY.11.
3 Cr.
Selections from the major American poets from the colonial to the modern
period, with s u e s placed on the Romantic period. Attention t o the major historical, philosophical, and literary movements. (Wered 1954-55.)
54.
W n t i n u a t i o n course. To receive credit for this course, a student must complete
both semesters.
THE MODERN
SCANDINAVIAN
NOVEL.I.
2 Cr.
See course 55 under the Department of Scandinavian Language and Literatarc.
(Offered 1954-55.)
5 5.
56. THEMODERN
SCANDINAVIAN
D w . II.
7. Cr.
See course 56 under the Department ob Scandinavian Language and Literature.
(Offered 1954-55.)
THEB m n NOVEL.
I.
2 Cr.
The development of the novel in England. A study of the major novelires
and their novels. (Offered 195 5-5 6.)
57.
61. ENGLISH
LITERATURE
OF
THE
ROMANTIC
MOVEMENT.
I.
The development of Romanticism in England between
3 Cr.
1798 and 1832. Stress
on the five major ,poem. Some attention given to the prose writers and minor
poets. (Offered 1914-55.)
62. VICTORIAN
~ E R A T U B B .II.
3 0Writers of the period from 1832 to 1900 in relation to the rnovemcncs in
thought and society. Emphasis placed on the two poets, Tennyson and Browning.
(Offered 1955-56.)
CENTURY
~
ENGLISH
L~~ERATUE.
I.
67. E I G H T E E
2 Cr.
The principal authors from Dryden to Blake. Discussion of literary moremenu and historical backgrounds.
LITERARY
CRITICISM.
II.
2 Cr.
A study of same basic historical texts, with emphasis on the principles and
68.
issues which have special relevance for modern thought.
3 cr.
The rtudy of American English vocabulary, sounds, and grammar. Decigned
to give prospective high-school English teachers an introduction to the study
of language.
71. INTRODUC~ON
TO MODERN
ENGLISH.
I.
74.
s~naesp-
11.
3
Reading of some of the plays. Attention given to the principles of drama
and the ,historical background.
75. MILTON.
I.
z Cr.
A study of Milton's major poems and selected prose worka in relation to the
important intellectual movements of the seventeenth century. (Wered 19$5 -5 6.)
11.
76. CHAUCER.
2 Cr.
Chaucer's poetry in relation to the thought and culture of the Middle Ages.
Emphasis on The Canterbury Tales. (Offered 1954-55.)
MODERN
DRKMA.
I.
2 cr.
A survey of the chief dramatists from the time of h e n . Representative plap
studied as literature and as theater. (Ogered 1954-55.)
8I.
MODERNBR~T~SH
~ h n ~ n n u11
i..
2 Cr.
The more important literary movements of the present century in England,
concentrating on leading anthon and notable productions.
82.
91-9z.t ENGLISHSEMINAR.I, TI.
2 Cr.
Designed to acquaint the student with the methods and problems of bibliography and research. Selected topics in American and British literature. Limited to seniors.
TEACHING
OF ENGLISH.
I.
See course 93 under Education.
93.
I
% Cr.
FUNDAMENTALS
OF JOURNALISM. I.
z Cr.
An introdncdon to the theory and practice of journalism. When pursued in
connection with Tbc Augsburg Ecbo or Tbc Augsburgian an additional credit
may be earned. See courses 4 to 7.
I.
2.
EDITING
THE SMALLPAPER
n.
z Cr.
A amtinuation of course I, in which the mechanics of newspaper production
m d d t with in detail. PmMema of ryle and policy relative to coho01 and
church pnblicidopc are studied. Participation in work of Tbe Augsburg Ecbo ir
required. (Offered 1954-15.)
FEATURE WRITINGFOR PUBLICATION.
U.
2 Cr.
articles and their placement in various
The p l d g and writing of featpublications. Ability to write good English is a requirement. (mered 1955-56.)
3.
Bcbo STAFF MEETINGS. I, IL
2 Cr.
Stlldma who m regular memben of Tbe Avgrburg Ecbo S d and nho
may receive credit for ,their work must register for the weekly r d meetings.
These meetings are also open to members of course I. Hour arranged.
4~ 5.
Aylrbmgiw, STAFF ME~~INGS.
I, IL
t C
c.
Studentr who are regdar mcmben of the Augsbnrgia r d and who may
receive credit for their work must register for the scheduled weekly st& meet4,7.
ing#.
Department of Speech
The speech department aims to relate the development of speech to personality with & purpose of improving the adjustment of the individual to his environment. It meks to develop skill in platform deportment and speech comporition, and .tof w e r the hzbit of critical listening. Through its comes in interp m t i v e reading and dramatics an appreciation of poetry and drama in sought.
The department offem a major in general speech which prepares the student
for the teaohing of speech in the secondary schools and for graduate work in
general apeech, radio, theater, or speech pathology.
.fiContinuation course. To receive credit for this course, a student must complete
both ouneeters.
All students are required to earn 3 credits in speech for graduation. Speech 1 1
ia designed mpecirlly for thir requirement.
Major: 21 credits above Speech 11, including comes 12, 31, 32, 11, 61, 76.
Also required is Phil. 26. English is recommended as a minor.
Minor: 15 credits above Speech 11. For Education students at least one
course Qromeach of the following groups: 12, 5 I; 3 I, 32; 61,62; 74, 76.
4. REMEDIAL SPEECH.
Open to all studena.
o Cr.
For students needing individual attention to various kinds of speech pioblemo
such as stuttering, lisping, foreign dialect, and excessive stage fright.
3 Cr.
BEGINNINGSPEECH.Fr., 50. Offered \bothsemesters.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speech.
I I.
3 Cr.
TYPESOF PUBLICSPEECH. Prereq. I I. Fr., So. 11.
An i a d ~ # : t i o na togamenution and peramion, &usah, debate, intapretative readiug, and parliamentary procedure. Pamiciperion in various q m h g
I 2.
aativi*.
15. STORY
TELLING.
I.
I Cr.
Selection and preparation of stories for various age groups. Observation and
practice in story telling. (Offered 1914-5 1.)
~TERCOLLEGIAIE D E B A I,
~ .II. Open to d 8mdantl.
The work of this group is based upon the intercollegiate debate
21, 22.
2
a.
question for
the year.
I Cr.
Preparation and delivery of an original oration for collegiate oratorical contents. Arrangements to be made with the instructor.
24. ORATORY.
Open to all students. I.
IN~RETAT
RJZADING.
I V E So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
k i d s of prose, poetry, and drama. (Wered 195 5-56.)
3 I.
3 Cr.
32. ACTING.SO. 11.
An introduction to the art of acting. Creation and presentation of scenes and
skits; participation in dramatic productions.
Upper D i v i s h Cmrses
GROUPDISCUSSION.
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques.
(Offered 1954-51.)
11.
SPEECH.Jr., Sr. 11.
54. WIO
z Cr.
Exercises and projects in preparation and production of radio programs. Emphasis on projects suitable for speech work in secondary schools. (Wered
1914-55.)
61. ARGUMENTATION
AND DEBATE.Prereq.
I I, Philosophy 26. Jr., Sr. I
2 Cr.
Applicationr of logic in public address. Techniques of logical criticism, preparation and delivery of argumentative speeches and participation in debates.
(Offered 1955-56.)
2 Cr.
PERSUASION.
Prereq. 11, Psy. 3 or 5. Jr., Sr. 11.
Applications of psychology in public address. Preparation and delivery of
various kinds of persuasive speeches. (Offered 195 5-5 6.)
62.
STAGECRAFT.
Jr., Sr. 11.
s Cr.
A study in scene construction, lighting, and costuming with emphasis en high
school theatrical productions. Laboratory experience in dramatic productions.
64.
(Offered 1955-56.)
STAGEDIRECTION.Prereq. 32. Jr., Sr. 11.
2 Cr.
Theory of stage direction, exercises and projects in blocking and directing
play rehearsals. Laboratory experience in dramatic productions. ( m e r e d
66.
1954-55.)
2 Cr.
SPEECHHYGIENE.
Prereq. Psy. 3 or 5. Jr., Sr. LI.
Principles of mental hygiene in relation to ,personality and development of
speech habits with emphasis on the role of the classroom teacher. (Offered
74.
1954-55.)
SPEECH PATHOLOGY.
Jr., Sr. 11.
3 Cr.
Detection and correction of speech defects. Field trips to speech clinics;
laboratory experience in speech therapy. Designed especially for teachers and
social workers. (Offered 195 5-5 6.)
1%
cr.
OF SPEECH.Sr. I.
95. TEACHING
See course 95 under Education.
76.
Department of Germatm
MR. LANDA,MR. KOPP
The general aim of the COWSCB in German is to help the student develop an
u n d d g of the Gsmm idiom and an ippreciabon of ,the ethical and
athetic d u e s contained in German literature In particular, the aim is to provide techniul training for sthe student who plans m study theology and for the
candidate for higher academic degrees.
Minor, 20 credits.
I-2.t BHEE~PNWG
GERMAN.I, IX.
8 0.
A d y af & grammar and vocsbulary of the G e m language w h a t the
student attains a reading knowledge.
3-4.t MODERNGERMANPROSEAND POETRY.I, 11.
6 Cr.
This omme w n h to build up the vocabulary of thc mclent Amugh the
study of easy prose and poetry.
-&mstion
both -eaters.
course. To receive credit for this course, a student
must complete
Upfir Division Cmrses
5 I, 5 z. GERM~N
LITERATURE.
I, TI.
6 Cr.
Reading of standard authors. Brief survey of German literature.
C
Sr. I.
74. TEACHINGOF G ~ M A M LANGUAGES.
See course 74 under Education.
1%
Cr.
Department of Scandi~vianLanguage and Literature
MR. OLSON,Ah. LANDA
This Department aims to impart to the student the knowledge of a foreign
language as a factor in stimulating a sympathetic interest in the people for
whom it is the main channel of expression. It zto aims to give the student a
working knowledge of the Norwegian language. It furthennore seeks to develop
an interest in the history of the Norwegian nce, as well as to transmit to American life the best of the cultural heritage of the Scandinavian peoples.
Minor, 24 credia.
I, n.
8 0.
Reading, translation, spelling, and exercises in writing and in pronunciation.
14.t BEGINN~NG
NORWEGIAN.
Fr.
INTERMED~TE
NORWEGIAN.
SO. I, TI.
6 Cb.
Further rtndy of granmmu. Reading of standard authors. Brief surrey of
Norwegian literature. Composition.
3-4.t
HISTORY
OF THE SCANDINAVIAN
COUNTRIES.
I.
3 Cr.
A brief survey of the history of the Scandinavian peoples. (Ogered 1955-56.)
I I.
DEVELOPMENT
OF MODERN
SCANDINAVIA.
'II.
3 Cr.
A survey of social &ought and life in Scandinavia from I 8 I 5 to the present
day, studied against the background of the general cond,itions in Europe. (Offered 1955-56.)
16. SOCIAL
Upper Division Co~rses
THE MODERNSCANDINAVIAN
NOVEL.Prereq. 3-4, or six credits in liter2 Cr.
ature. Jr., Sr. I.
The course includes selected mveh by Jonas Lie, Sigrid Undret, Selma Lagerlef, and others. Knowledge of a Scandinavian language not required. (Ogered
55.
DRAMA.Prereq. 3-4, or six credits in litera56. THE MODERNSCANDINAVIAN
2 Cr.
ture. Jr., Sr. 11.
The wurse includes elnmsc by 8j@tnron, h e n , and Strindberg. Knowledge
of a Scandinavian language not required. (mered 1954-55.)
Sr. I.
7.4. TEACHINGOF GERMANICLANGUAGES.
t(=ontinua&n course. To receive credit for this course, a student must complcb
Borh semesters.
Department of Romance Languages
at&
T h a ~ c e ~ ~ ~ t n i m r ~ m t r r i n & ~ f o r ~ d
work, nsd bntintrr -tiom
indhigh r h l teoehing,
tbe~~fFmOEhotS~;nrrtffo&indt&P;.g~ap&~af
rhsbtinIitetfflrrrmdea~the&of
p t b k a u r w c o b l e h
time; and &ally, to make a contribution toward world peace by fostering in
d e n u an undemtanding of other peoples, their language, institutions, c u l ~ ,
and id&.
Minor, zo credits
I-2.t
BEGINNINGFRENCH. I, IL
8 GThe collne includes che study of French sounds and their rpelling, the erenchb of grammar, oral and written work, and the reading of suitable selections
from French literature. Offered 1954-5 5 . )
INTERMEDIATE FRENCH.I, 11.
6 CrOne half of the time is devoted to the further rtudy of grunmu, cornpodtion, d oral work. JE.e other half is spent in reading repre~~ltative
of
French literature. (Ogered 1955-56.)
3-4.t
Upper Division Courses
5 I.
SURVEYOF FRENCHLITERATURE.
I.
3 Cr-
Th couree cornprim leotarea by the inatrucmr on authon and l i t e r q moremenu of the seventeenth, eighteenth, and nineteenth e e n d u , and readingr d
reports by the students. (Offered only as an honors course for selected students.)
CONVERSATION,
fr C ~ M W S ~ OIL
EY.
3 Cr.
12. FRENCHPHONETICS,
A thorough study of French sounds, phaoetic symbols, drill an pronunciation, phonetic readings, various types of oral mrk, memorization. dictation and'
composition. (Offered only as an honors course for selected students.)
TUCHIWG OF R o w - LANGUAG~.
ST. L
See course 78 under Education.
78.
&or,
zo credits.
I-2.t
h
BEGINNINGSPANISH. I, 11.
8 0.
The cotuse includes further study of grammar, oral and written work, and
e reading af rhort rtorics, novels, and plays in the Splnish language.
tQntinuacDn course. To receive credit lor thi, coune, a student
both
~mrtcn.
QW complete
INTERMEDIATE
SPANISH.I, U.
6 Cr.
The course includes the essentiah of grammar, oral and written work, and
the r e d i g of stories in the Sp?nish language.
3-4.f
Upper Division Collrses
SURVEYOF SPANISHLITERATURE.
I.
3 Cr.
The c o r n consirtr of reading and reports, a d provides a general survey of
well known Spanish and Spanish-American authors and their works. (Offered
only as an honors course for selected students.)
5 2 . SPANISHCONVERSATION
AND COMPOSITION.
11.
3 Cr.
Some further study of Spanish gmmmar is included with special emphasis on
developing the ability to use the language both orally and in writing. (Offered
only as an honors course for selected students.)
Sr. I.
I % Cr.
78. TEACHINGO F ROMANCELANGUAGES.
See course 78 under Education.
5 I.
Department of Music
MR. SATEREN,MR.SAVOLD,MR. THUT, MRS. THUT, MISS LANDQUIST,
MR. LANDAHL,MR. C. W. ANDERSEN,MRS. BAILEY,MR. TETZLAFF
Thicdeptmmtdm~iusmw&n~rtrtdcnurbam~pbm d y i n & e a ~ t i o ~ d ~ ~ ~ ~ & m o d e d t h c p t l r t r m , m
a d d i t i o n m g i i i n g ~ ~ t o b w & ~ t o ~ & a f
l
o
w d dhctam af choral md
d pjrma.lh
tLtduponthetichmwicdbodtageof r f r c ~ C Theh ~
rho~paeprrctionfOrfb#owhocxpe~t~ooontiaPtllaaeisfhdm+in
tbeadafmwk
MU&
A Graduation Major (36#edits)
the cmnple-
7, 8, 15-16, 55-56, 6 x 4 or 63-64, 6 ~ 66;
, q &&e
77, 78; and 8 credits in Agpfd M&c (hdndiog nt
I,
2,
of the following:
credits from 10,
z credits in piano
or organ.)
A Teaching Major (36 credits) requires the completion of the following:
I, 2, 7, 8, 15-16, 61-62'' or 63-64*, 61, 66, 87, 88; z elective credits from
77, 78; and 6 credits in Applied EAusic (including at least 2 credits in piano
or organ).
One public recital in each of the junior and senior years is required of dl
music majors.
-
.
~ t h u t h cno w .
both semesters.
To receive cradit &or thiu course, r student mwt d
t
e
* A s & t d E r = ~ h ~ M d b t & f o r b o & d o n d
~ t d ~ ~ r k U & h e t n k e o b o d ~ ~ , h i s w m k i n A
Mm;E,craeptforthsraq~~~inPinrw,mpptKinins~~~
Xbaresip~facGharnlT~ac,diavoEnImoaicifhotogiamk~m e n d Technique.
A Graduation Minor (26 credits) requires the completion of the following:
7, 8, 15-16, 78; 4 elective credits from 10, 55-56, 65, 66, 77; and 6
credits in Applied Music (in which at least 2 credits must be earned in private
lessons in either vocal or instrumental music).
I, 2 ,
A Teaching Minor (26 credits) requires the completion of the following:
15-16, 61-62 or 63-64, 65, 66, 78, 87, 88, and 4 credits in Applied Music.
I, 2,
Two semester credits are given for membership for one year in the Choir, the
Chord Club, or the Band. One credit is given for membership for one y e a in
,&e M e Cham Credits are not 'granted for less &an two successive, complete
semesters.
Ow credit per semester is granted to studem taking a minimum of sirteen
thirty-minute lessons per semester in either voice, piano, organ, or brass.
Fees per semester:
Choir $5.00, Choral Clvb $2.50, Voice $35.00, Piano $35.00, Organ $35.00.
Piano rental $8.00, Organ rental $20.00. Brass (private instruction) $40.00,
Brass (class instruction) $14.00.
(Ren,d entitles the student to use the instnunent for I hour per day.)
,
C,
TRAINING.
I, 11.
4 fi.
course including the basic fundamentala of music: notation, terminology.
r , > k
and melody. Special attention is given to right
tcales, intervals, triads, ih+,
ringing, ear training, elementary keyboard harmony and Lnnonic dictation.
4 Cr.
HISTORY
AND LITERATURE
OF MUSIC.I, 11.
An historical approach to the appreciation of the world's greatest music.
Supplemented by musical scores and record illustrations. For students with or
without a musical background. Students should complete 7 before registering
bor 8, or have consent of instructor.
,7, 8.
HYMNS
AND MUSIC
OF THE Cnvacn. ILL
a Cr.
A nrrrey c o u m dealing with . h e development of the myic of the Chrhti.n
Cbrud, with &s
attention to Promtant Hymnody. Designed for the general
d e n t , the coum also will prove 'helpful to orgmirts, choir directom, and prewminirirru. The anme ir accepted aa fulfilling rhe requirement of a w m in
10.
Uuiatiallity.
4
ck.
of rcales, intervals, and chord forniation in written
u e r k Writtin .work includes ~ ~ b n i z a t i oofn fi&d bur and given melodia u well aa opportunity for simple cmtive writing.
-tinuation
amme. To ieceive credit for this coruse, a student must oomplete
both semesters.
-
Upper Division Cwrses
4
fi.
monkation of +ed
bass and given melodies. Thorough study of mod&tion,
advanced chord formadom, the use of wpensionr, retardrtions, and ornunam
of m&. S h t r should have mme knowledge of piano.
61-62.? INSTRUMENTAL
TECHNIQUE
Prercq. I, 2. I, IL
4 QC h intruction in string, reed, and brvr instruments, preparing the prospective public school music teacher and director for work in band and orchestra.
63-6.4.? CHORALTECHNIQUE. Prereq. I,2.
I, IL
4 (3-
Clav instruction in the fundamentals of voice u related to singing, preparing
the prospective public school music teacher and director for work in vocal music.
65, 66. C~NDUCTU~G.
Prereq.
Jr. I, ll.
I,
z, or z Cr. in piano, organ, or equivalent.
4 Cr.
A come designed for students planning to enter the field of public school
music, as directors of vocal or instrumental music or both, and for thore who
wish training in church choir administration and direction.
COUNTERPOINT.
Prereq. 15-16, 5 5 . I.
z Cr.
Strict counterpoint in one, two, three and four-part writing in all the species.
77.
MUSICAL
ANALYSIS.
Prereq. I, 2, I 5-16,1f, 77. 11.
2 Cr.
A detailed study of rhe structure and form of music, together with the study
of the harmonies constituting any musical composition.
78.
TEACHINGOF G r a m SCHOOLMUSIC.Jr. II.
See course 87 under Education.
87.
TEACHING
OF HIGHSCHOOL
MUSIC.Sr. I.
See course 88 under Education.
88.
s Cr.
2
Cr.
CLUB OR BAND. I, IL
z Cr.
&on, CHORAL
M m s CHORUS.I, 11.
I Cr.
These organizatiom exist not only for the benefit of the music rtudent but
for anyone enrolled u a student who wishes to participate in group affording
the opportunity for musical expression. Credit not granted for 1 s than two NCcessive, complete semesters.
s Cr.
PIANO.I, n.
All grades of instruction are given, from elementary to the most advanced.
The methods are modem, embodying the system of arm weight and arm rotation. One thirty-plinutc lesson per week.
?Continuation course. To receive credit b r this course, a student must complete
both semesters.
ORGAN.I, 11.
z Cr.
Inrtruction in organ technique and repertoire. Basic piano technique is recommended u a foundation. One thirty-minute lesson per week.
I or 2 Cr.
n.
Voice instruction includes correct habits of pronunciation and articulation,
breath control, flexibility, ear training in some cases, and interpretation of song
classics, both sacred and aecular. One thirty-minute lesson per week.
VOICE.I,
BRASSINSTRUMENTS.
I, 11.
I or z Cr.
Private or class instruction on the brass instruments of the band and orchestra
is offered as follows:
a) Private instruction-ne
lent) per semester. I credit.
thirty-minute lesson per week (or its equiva-
thirty-minute lesson per week (or its equivalent)
b) Class instruction-ne
per semester, in groups of not less than three pupils. f/z credit.
MODELING
AND SCULPTURE.
I, II.
4 Cr.
Design in three-dimensional form. Modeling of portraits, human figures and
animal forms. Plaster casting. ( m e r e d 19 54-5 5.)
I , 2.
PAINTING.I, 11.
4 Cr.
Still life and landscape painting. Theory of composition and color. Problems
3, 4.
in line, form, space, color mixing, and practical problems. (Offered 1955-56.)
Division of the Social Sciences
I t is the general purpose of the work in this division to improve the student'#
u n d e r s t d i n g of human relationships and his appreciation of ,their importance
and rrhq especially in their Christian interpretation. The work pmxedhg
u n d u the d a n c e of the faculty in this division is therefore intended to develop a Bightr grade of citizenship and to improve the individual's adaption to
his vocation.
Department of History and Political S d e n c e
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and opemtiona of
the phenomcnn in the fields of History and Political Science. It affords preparation for graduate study and for teaching in secondary schools.
Major, 30 credits; minor, zr credits. Students who h a ~ ea major or minor in
History and who plan to teach in this field must include History 21 and 2s.
For non-majors, prerequisitu may be waived on consent of the instructor.
SURVEY
OF EUROPEAN
CIVILIZATION.Fr. I, 11.
6 Cr.
This course is a rapid survey of European history from ancient times and
up to the present. Designed to lay the foundation for future work in History.
1-2.1
HISTORY
OF THE SCANDINAVIAN
COUNTIIIES.I.
3 Cr.
See Course I I under Department of Scandinavian Language and Literature.
I I.
-./
r
\
HISTORY
OF THE UNITEDSTATES.SO., I, rZ.
6 Cr.
A survey of the life of the American people, and the development of their
ideas and institutions. First semester to 1865, second semester to present.
21,
22.
Upper Division Cmrses
AND THE REFORMATION.
Prereq. 1-2. Jr. I.
3 Cr.
5 1. THE RENAISSANCE
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modem civilization and culture.
HISTORY
OF ENGLAND
TO 1800. Prereq. 1-2. Jr., Sr. 11.
3 Cr.
Emphasis placed upon the constitutional development of England and the
factors which shaped the background of U. S. History. (Mered 1954-5 5.)
52.
53.
HISPANIC-AMERICAN
HISTORY.
Prereq.
1-2.
Jr., Sr. I.
A study of Latin America and its development.
A
!Continuation wune. To receive credit for this course, a student must complete
both semesters.
54. EASTERN
EUROPE. Prereq. 1-2. Jr., Sr. II.
The history of elstern Europe w i h e m p M on the development of
3
a-
Rd.
CONTEMPORARY
HISTORY
OF THE UNITED STATES. Prereq. 21, 22. Jr.,
3 Cr.
Sr. I.
A history of the United States from about 1900 to the present, including
consideration of international policies.
55-
56.
A X ~ I C A NDIPLOU~CHISTORY.
Prereq. U. S. H h or Am. Gor. Jr.,
Sr. 11.
3 cr.
A consideration of {oreign relations of the United States from the Revolutionary War to the present.
Prereq. 1-2. Jr., Sr. I.
3 Cr.
61. ANCIENTHISTORY.
A c u l d and political history of ancient civilizations and their contn%utions
to modem cultures. (Offered I 9 5 5 - 5 6.)
HISTORY.
Jr., Sr. 11.
3 Cr.
62. CANADIAN
The development of Canada from early explorations to the present, with
special emphasis on Canadian-United .States relations. (Offered 1955-56.)
EUROPE.Prereq. 12 Cr. in Hist. I, 11. 6 Cr.
71, 72. NINETEENTHCENTURY
A study of international relations as affected by nationalism, socialism, industrialism, militarism, and imperialism. World War I and the rise of the totalitarian states and World War 11. (Wered 195 5 - 5 6.)
81, 82. THETWENTIETH
CENTURY.
Prereq. 12 Cr. in Hist. Sr. I, 11.
6 Cr.
A surrey of recent developments in the world, stemming from the first World
War. Some study of current affairs in the light of historical investigation.
(Offered 1954-55.)
101. HISTORY
SEMINAR.Sr. I. Prereq. approval of history faculty.
z Cr.
A survey of historical writings and source material. A research project will
be required in this course. Recommended for students who plan on continuing
the study of hiitory in a graduate school.
<;
credits.
Minor,
OF
AMERICAN
~
~
R
N M E N T
I, . 11.
\,6 C .
PRINCIPLES
41-42.?
Foundations of American government. A study od the Constitution and'yivil
rights, of federal, state, and local governments and their functions, and of
citizenship, popular control of government, and political parties. Contemporary
issues are stressed. Students may enter the second semester.
,73
Upper Division Courses
PARTIESOF THE UNITEDSTATES.Jr., Sr. I.
5 3 . POLITICAL
3 ,Cr.
A review of American parties, their organization, methods, functions, pressure groups.
?Continuation course. To receive credit for this course, a student must complete
both smesters.
THE
SOCIAL
SCIENCES
i
54. HISTORYOF P o u n c u THOUGHT.
Jr., Sr. 11.
-fi.
A study of political philosophy and its influence and historical sigtk6tance
from ancient Greeks to the present.
56.
AuEarc*~DI~LOMATICHISTORY.II.
!he c o m e 56 under History.
60. PUBLICFINANCE. Prereq. for Minors in Political Science, Econ. 15 or
3 Cr.
American Government. Jr., Sr. 11.
See course 60 under Busines Administration and Economics.
TEACHING
OF W E SO=
STUDIES. Sr. I.
See course 86 under Education.
86.
I
% Cr.
Combined Major in Sociul Sciences for T e o c h g
Requirement: 21 credits in History (including History 21 and 22) and
Human Geography, and 6 credits each in Sociology, Economics, and Political
Science 41-42.
Minor in Socid Science
Requirement: 6 credits each in Sociology, Economics, and Political Science
41-42.
Department of Sociology
ivk.. TORSTENSON,MISS JENSEN, MR. SWENSON,MR. BELGUM
The objectives of this Department are to give the student a better understanding of the motivating farces which operate within our wuntry in particular, and in society in general. A study is made of the institutions through
which these forces make themselves operative. As a Christian college we have
the funher goal of seeking ways by which the Christian principles can be made
w have greater effectiveness upon the forces of our society. Students may prepare to teach in high school or may lay the groundwork for further preparation i n the field of social services.
Sociology major, 24 credits including Sociology I. History 1-2, or 21 and 22,
required for a sociology major or minor.
Combined Social Science major, same as requirements listed under Department
of History and Political Science.
Sociology minor, I 5 credits including Sociology I. History 1-2, or z I and 2 2
also required.
Teaching minor in Social Science, at least 6 semester credits in each of rociology, economics, and political science.
Introduction to Statistics is recommended for majors and minors in Sociology
or Social Science.
Physical Education 6 and 8 y may be approved for Sociology credit by the
Sociology Department.
IN. SOCIOLOGY.I.
A wurse in general sociology for nurses. Two lectures per week.
2
Cr.
PNNCIPLESOF SOCIOLOGY.
Fr., So. Offered both semesters.
3 GA atudy of the nature of society, its interests, attitudes, social facton, st-me, contmlr, and process of change.
2. %Brto-s.
Prertq. kc. I . Er., So. IL
3 crT%c d h c proct=w a t the mot of contempmry problems m@cr *irh
wx & p i n
of the pemml, f d y , commanity, and po&fic~+~~wmie
djwmww to shm processw. k i d plicits in the m i n g arc nndyLtd in terms of
there proceand adjustment problems.
4. INTRODUCTION
TO STATISTICS.
Fr., So. 11.
3 Cr.
See course 4 under Department of Business Administration.
14. HUMAN
GEOGWHY.Fr., So. TI.
3 0A s d y of geographical facton influencing social institutions.
16. SOCIAL DEVELOPMENTOF MODERNSCANDINAVIA.II.
3 Cr.
See Couree 16 under Department of Scandinavian Language and Literature.
22.
SOCIOLOGY
OF R u m L
F
IE. Prereq. Soc. I. So. II.
3 Cr.
Study of the structural, vital, and material elements of the rural community,
and the anal@ of rural institutions and social patterns of behavior. Emphasis
ia placed on the dynamics of change.
42. MARRIAGE
AND FAMILYRELATIONSHIPS.
11.
3 Cr.
See course 42 under Department of Home Economics.
I.
Upper Division Courses
SOCIOLOGY
OF URBANLIFE. Prereq. I. Jr. I.
3 0Study of the city as to ,historical background, causes of growth, social communities, maladjustments, urban planning, housing pioblemr, health factors,
cultural centera, and rural-urban relationships.
51.
CRIME AND SOCIETY.Prcreq. SOC. I. Jr., Sr. 11.
3 0A rmdy of the nature of delinquency and crime in our contemporary world.
An examination of c a w 1 facton, methoda of apprehedon, treatment, and
prevention of delinquency and crime.
52.
3 Cr.
THSPWY. Pmreq. SDE. I. Jx., St. I.
j of rhe b m r y md ftlncbon of the family as a buic insamtion, the
~
~ of modern
c
nnde emmmic rhnnm on family interactions, organization,
and disorganization. (Offered 1 9 1 1-1 6.)
.
Soc. I. Jr., Sr. II.
3 Cr.
54. PUBLICW E L F ~Prereq.
An introduction to the historical development, basic concepts, legislative
policies, organizational structure, and institutional functions of social welfare,
including a survey of contemporary public welfare and social security.
93.
k
d
INTERCULTUFLAL~ L A T I O N SAND M I N O M ~PROBLEMS.Prereq. Sot. I.
Jr., Sr. I.
3 0.
Chncteriatics a d contributions of ethnic groups in the United Stam, causes
md cunrequencu of race and group prejudice, mechrnirm and problems of
group adjustments, proposed solutions for intercultural conflicts. (Offered 195455.)
55.
56. . h E O R AND ~ ~ N A G E M B N T~ A T I O N S . n.
See course 56 under Department of Business Administration.
3
FIELDSOF S O CWORH.
~
Prereq. Soc. I. Jr., Sr. I.
3
An introductory course to acquaint the student with the scope, nature,
functions of social work. A survey of private and public social agencies in
field of family welfare, child welfare, medical social work, group work,
other community agencies.
57.
crCr.
and
the
and
COMMUNITY
ACTIVITIES.I, n.
t Cr.
The course provides laboratory experience in community activities under the
direction of trained personnel in social agencies. General supervision of the
program is exercised by a member of the sociology staff.
59, 60.
SOCI~~L
PSYCHOLOGY.
Prereq. Psy. 3 or 5 , and 6 and Soc. I. Jr., Sr. I. 3 Cr.
A audy of the psychological ,backgrounds of group behavior, the development
of .pnanrlity in oocial situations, the principles of character formation, the deveIo-t
of public attitudes and opinion, the laws of progress, social c o d k t s ,
and eocial control.
61.
86. TEACHING
OF SOCIIII. STUDIES.Sr. I.
See course 86 under Education.
I
% Cr.
Department of Psychology and Education
Courses i n orientation are offered to freshmen as a part of the total program
designed to m i s t in the adjustments that the incoming student needs to make.
The work in psychology is designed to aid the student in more adequately understanding, predicting, and controlling his own behavior as well as that ob ht
fellowmen. The education curriculum has been designed primarily for those
preparing to do high school teaching, although any student who is preparing
to work with youth is encouraged to study in this area. The work in this department will qualify the teaching graduate for a Minnesota Teacher's c e d cate on the junior and senior high school level, as well as for further study in
the field of education.
Admission to the teacher education curriculum requires an application to be
approved 'by the Committee on Teacher Education. Application must be made
during the second semester of the Sophomore year if the student is to complete
the program in the regular time of two years. Approval is granted on the basir
of a satisfactory health report, favorable personality characteristics, and a
minimum in scholastic achievement of a 1.5 honor point ratio in the major, a
1.0 ratio in the minor, and a 1.0 ratio for the over-all average. The applicant
should be preparing for competency in at least two subject-matter fields that are
also taught on ,the high school level.
AS1 students admitted to the teacher education curriculum m w t secure two
credits of Group Activity usually to be taken in connection with Ed. 51 and 52.
In addition to the regular lower division requirements, students in teacher
education are required to have four semester hours in general psychology, these
hours to be completed before taking Educational Psychology.
No student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education.
All questions regarding the teaoher education curriculum should be referred
to the Committee on Teacher Education.
PSYCHOLOGY
O~NTATION.Required. Fr. m e r e d hoch semesters.
I.
I
G.
freshmen in making the proper adjustaxent to rhdr mrk
aa sndente in college, iududing metho& of study, vocational choice and prep
aration, and development of personality.
D e a i g d .to &st
PSYCHOLOGY
AND ORENTATION.
Fr. I.
This course combines the aims and course content of Psychology
3 Cr.
and Psychology 5 . Emphasis is placed on group and individual personal counseling, helping the student use his knowledge of psychological principles involving his personal problems. Two one-hour lecture periods and two one-hour laboratory
periods per week. Registration restricted.
3.
I
JN. GENERALPSYCHOLOGY.I.
2
Cr.
An introductoq course in psychology intended for n m . T l o lecturer
per week.
GENERALPSYCHOWGY.
I, TI.
4 Cr.
A study of the basic processes underlying human behavior. The
piinciplea, methods and problems of psychology are discussed and the following
topics a ~ estressed: learning, intelligence, emotion, motivation, the sensory pmc5, 6.
eses and perception, individual differences, thinking, imagination, memoq.
heredity and growth. The second semeswr emphasizes the application of the
principles of psychology to the problems of everyday life.
SOCLALPSYCHOLOGY.
I.
See course 61 under Department of Sociology.
3 Cr.
61.
3 Cr.
ABNORMAL
PSYCHOLOGY.
Prereq. 3 or 5, and 6. Jr., Sr. 11.
A survey of the history of the treatment of mental disorders and a atudy of
62.
their nature, causes, prevention, and present treatment. ( M e r e d
I95
5 - 5 6.)
,
PSYCHOLOGY.
Prereq. Psy. 3 or 5 , and 6. Jr. I.
3 Cr.
51. EDUCATIONAL
A d y of human development, learning, and adjustment in order to better
understand human behavior, especially the ,behavior ob adolescente in a school
context.
THE SOCIAL SCIENCES
IN HIGHSCHOOL.Prereq. 5 I . Jr. 11.
5 1. TEAC~IWG
T d b gw
Min m b h m
w md c
00
&
3 Cr.
h management. hcludu a study of the secondary
need# of
youth.
53, 54.
GROUPA c m
r Cr.
This is not given as a separate course, but offered in connection with Religion
6, 57, and $8; Physical Education 6, I I , I 3, 14, and 5 5, 56; Education 5 I and
52; and Home Economics 36. The nature of the experience will vary with the
course with which it is associated, and may include such activities as teac,&g,
supervising recreation, and advising clubs. The cooperation of the agencies involved is necessary, with reports from the supervisor and the student to the
teacher of the course with which the work is connected. A student may not
receive more than z credits in Group Activity.
PPP~CIPLES
OF GUIDANCE.Prereq. 5 I. Sr. 11.
3 G.
A d y of the guidance function of the cl.uuoom teacher, toola and techniquea med in d y i n g students, and methods rpprapriate for &t
gaidaria, including counseling.
5 5.
HXSTOPY
AND PHILO~OPHY
OF EDUCATION.Sr. 11.
3 Cr.
traw the development of modern education and roeh to aaaiat
the aohnt in developing an understanding of rhe present educational program
and the ruions modem philobophies of education. The aapecta of the atate
edmtiasrl p g r u n important for the orientation of the new teacher are
58.
Tbe casn
S
U
~
.
Specid Tescbing Metbods
The special methods courses include the study of the materide, organization,
lad tuahing procedurer of the field for which they are given; applications of
the principles of teaching are made in the ape&c field. U d y , each student
is required to take two of these courses to prepare for student teaching. Thh
mesm one courae related to the major and one to the minor. Prcrequisitu are
a major or a minor in the field and Education 52. In special situations, a student
may be permitted to regiater for more than the a m o a t of d t W.
TEACH~NG
OF G ~ M A N I C
LANGUAGES.
Sr. I.
TEACHING OF ROMANCELANGUAGES.
Sr. I.
TEACHINGOF NATUW SCIENCES.Sr. I.
TEACHINGOF BUSINESS.Sr. I.
T u c H r n ~OF MATHEMATICS.
Sr. I.
T E A C H ~ OF
G SOCGLSTUDIES.Sr. I.
TEACHINGOF GRADESCHOOLMUSIC.Jr. 11.
TEACHINGOF HIGHSCHOOLMUSIC.Sr. I.
TEACHINGOF HOME EUINOMICS.Sr. I.
TEACHINGOF ENGLISH.Sr. I.
T ~ n c n r nOF~ HEALTH AND PHYSICALEDUCATION. Sr. I.
TEACHING
OF SPEECH.Sr. I.
1%
Cr.
1%
0.
I
% Cr.
1%
0.
% Cr.
I % Cr.
I
Cr.
z Cr.
r Cr.
1%
Cr.
t Cr.
1 % Cr.
2
4 to 5 Cr.
Prereq. Educ. 5 I , 52. Sr. I.
96. STUDENTTEACHING.
Obeervation, participation in teaching activitier, and experience in actnal
contml of the clamnmm situation. Direction of the program is shared by the
college mpervisor and selected critic t&.
The f o h w h g coumes prepare the emdent to meat the state requiremenu for a
minorial~qscien~~aain~ip~a~&loeof$ooksfor
ahe &l . . &ra,nyB
n pqming bob and other librecy a n a d for circulation,
. a iwho01
in
library, and h making iatdigat and effective use of
libmryt~alsfarhisuwnneabuader.
Minor, 16 credits.
3 Cr.
BASIC FUNCTIONS
OF THE SCHOOLLIBRARY.
Jr. I, 11.
Designed to acquaint the student with the place of the library in the school
and community; local public, county, state, and national services; standards;
relations with school administration daculty, students, and community; the
budget; planning, housing, and equipment; library records; organization of
materials; school library administration. Two credits first semester; one credit,
second. (Offered each year beginning 195 5-56.)
y 5-56?.
57-58t. ELEMENTARY
MATERIALS.
Jr., Sr. I, 11.
4 Cr.
Library materials for the elementary school library; book selection, principles
and standard lists; correlating the library holdings with the grade cumculum;
reviewing of individual titles. Sources. (Offered alternate years beginning
1955-56.)
S9-60f. SECONDARY
MATERIALS.Jr., Sr. I. 11.
6 Cr.
Introduction to book selection; book selection in subject fields, including
reference books and related fiction; periodicals and other non-book materials,
their use and preparation for circulation, standard lists for book selection; reviewing of individual titles. Sources. (Offered alternate years beginning 1956-57.)
I Cr.
61. PRACTICAL METHODS. Sr. I.
Giving che student practice experience in school libraries; teaching the use
of the library; weeding and withdrawal procedures. (Offered each year beginning 1956-57.)
2 Cr.
62. READINGGUIDANCE.Sr. II.
Remedial reading in the school as it relates to the school library, reading
ladders; student's personal library; professional literature in the field, lists, testing, and records; guiding individual students in their recreational reading.
(Offered each year beginning 195 6-57.)
t Continuation course. To receive credit for this course, a student must complete both semesters.
..
Department of Business Admm&ration and Economics
and.Seaetarial Studies
W.WALTON,MISS LUND,MISS BAVOLAK
The objective of thia deparanent is to help students gain a broad knowledge
and round perspective of b u s h a and our economic aocieq. Such knowledge
and p e n p a i v e is m e s s q for success in apecSc positions in our complex
business world a d h u l d provide the background to facilitate advancement,
with experience, to positions of respomibiliq. A degree with a business major
is a connmon requirement of business h and government agencies. The
department giver a general background in economics; together with secretarial
studies, it provides a teaching major or minor; and it prepares for graduate
work in business and economics.
Major, P d i t s ; courses required are
Speech I I and History 21 and 22.
I , 2,
Minor, 2 I credits; 'courses required are
Upper Division courses.
I, 2.
PRINCIPL~S OF
I,
4,
I 1, I 6,
z, 4,
I y,
13. Also required are
I6
and six credits in
ACCOUNTING.
FL I, n.
An introduction to the -principles
of accounting and their application
single proprietorship, pzrtnerahip, and corporate foof bu&er; prepuation
and a d + of h a n c i a l statements; procedure in recording bwinar tranaacdonr;
and an introduction to manufacturing and cost accounting.
a.
,,
INTRODUCTION TO STATISTICS. Fr., SO. U.
A study of the collection, presentation, analysis, aud interpretation
t i 4 data. It includes a e t d y of the memum of central tendency, time, series,
tabulation, graphic representation, and the application of t h e statistical techniques to various types of data.
4-
15,
p-
16.
PWCIPLES
OF
ECONOMICS.
SO. I,n.
.;6-,G.
A s t d y of the social organization of oar economy, hca1 and monGai$
p o k , value, prices, the distribution af d t h , and alternative economic systern. The objective H to help the s t u d e n t to develop the ability to a n a l p
economic hu they h e in his personal and vocational activities and ia
,
public life.
Upper Division Courses
MONEY AND BANXING.Prereq. I, 2, 4, I 1, 16.Jr., Sr. I.
3 0.
A study of the commercial banlu, the Federal Reserve Syrtem,the price l e d ,
and monetnty m d h a 1 policies. The parpooe is to lead the mdent to i n d gate thomufly the place and importance of money and priceq in bushus and
5 I.
in the economy in general, emphasizing the problem of business fluctuations.
(OfTered 1951-16.)
7
-
-
--
social implications of marketing activities in our economy. The prvpoae ir to
give the atudent an analytical baais for judging business iltemativa and zlro
governmeat legislation.
3 Cr.
LABOPAND MANAGEMENT
RELATIONS. Prereq. 15, 16.Jr., Sr. 11.
A study of management, of labor, of their relations, and of their control by
-0
d h &dr
The objective ia to picture the
dtsFsmPt I#dtionr Oi h p u p io aur
and to investigate pordbiitk
cb rt%ir*ing b
y
cam^ of &e whole through edacation and
56.
'
government control.
3 Cr.
PRODUCTION. prereq. I 5, 16. Jr., sr. 1.
An operating subject dealing with the more important production procedures
and techniques commonly employed in progressive manufacturing plants. The
techniques are studied with reference to their contribution to the attainment of
established manufacturing objectives to provide the student with an appreciation
of the relationships of production to other operating problems of business and
an awareness of the significance of production aspects of general administration
problems. (Offered 1954-55.)
5,.
59.
ADVANCED
ACCOUNTING.
Prereq. I,
2,
4, 15, 16.
E. I.
3 Cr.
The p-e
of this course is to provide analytical accounting techniques
which will enable the atudent to interpret &ancia1 data, a d to q u a i n t the
student with c a t accounting principles and procedures. Preparation and anal*
of 6nanci.l statements, comparative statements, and statements ahowing t h e
disposition of working capital; and proceedings in job-order and standard uwting are scremcd.
--
3 Cr."
60. PUBLICFINANCEAND TAWTION.
Prereq. 15. Jr., Sr. II.
The course is designed to acquaint the student with the ecanomie
sf taxation and national budgetary policy. A study is made of the elemenm
of h a 1 policy and management of the public debt, considering the role of taxes,
expenditures and debt management in economic stabilization.
BUSINESS
FINANCE.Prereq. I , z, 4, 15, 16, 59. Jr., Sr. 11.
A study of the subject of business h a n c e concentrating upon the
problems of going concerns to provide the student with a grasp of the rela62.
tion of financial decisions to over-all company objectives and policies of such
major departments as production and sales. Both working capital and long-term
capital financing are studied.
SENIORTOPICS.Sr. I, 11.
6 Cr.
A x v k of businea practice and problem in our economy, pointing olrt
tbe opportunities for individual endeavor, followed 'byan original project by
each student i n which he makes an investigation of his own. The project mry
be in m y business field; for example, lcco~ting,invwtments, pemmrl selling,
market research, economic analysis. Offered only as an honors course for selected
seniors in business.
71, 72.
?&r coumw aim to prepare student( for stenographic and d poribarinea o&w, m k t in ,the preparation for the rerching of borincr
~ ~ i n ~ & l s d f o r ~ d ~ r k , a n d n o p r w i d e
oppmmhy for tihe development of of- s k i b for p a m d ue.
t h o in
A orsjor may be abtaiued in business education by completing a ntinimum
hous, including
I, 2, 3-4, 8, 51, 52, 53-54, Business Adminiatration
16, 13, and one other Upper Division Course or Home Economics 73.
,
including
A minor may b h i n d by completing a minimum of 26 h
I , 2, 3-4, 8, 51, 52, 53-54, Bushers Administration I, 2, or 15, 16.
of 37
I . 2, I J ,
ELEMENTARY
T Y P E W R ~Offered
G . both semesters.
I Cr.
A ooarse for the development of the fundamental skills of typewriting. Three
burs , p r week.
I.
2.
EMTBU~EDIA~ T Y P E ~ R ~ N G11..
2
Cr.
P m b in typing tabulations, manuscript typing, use of carbons, addreaing
envelopes, and i n letter arrangements. Four hours per week.
6 Cr.
3-4.t ELEMENTARY
SHORTHAND.
Prereq. 2. I, 11.
Training in the dundamentals of Simplified Gregg shorthand. Practice in dictation and transcription. Four hours per week.
,OFFICEMACHINES.Prereq. I , 2. Wered both semesters.
2 Cr.
S t d y and practice in the operation of such machines as the dictaphone, calculator, adding machine, mimeograph, mimeoscope, addresograph, and dupli,cator. Two hours per week.
8.
fCo~itm&n
course. To receive credit for this course, a student must oompkte
both semesters.
5 I.
Upper Division Cmrses
ADVANCBD TYPEWRITING.
I.
JZ.
SEC~BTARIAL
P R a c n a . Prereq.
z CrFurther development of typewriting technique with practical training in
businer kctar arrangement, billing, tabulating, and the typing of legal documento. Prerequisite I, 2 , or high achool credit in typing. Open to studenra having
attained s speed of 40 words per minute. Four hours per week.
I , 2,
3-4. 11.
3 Cr.
Pra~tialapplication of secretarial dutier including dictation, business letterwriting, telephoning, use of businem and legal forma, personality development,
and guidance in writing application letten and mrking application far r job.
Mimeographing i included in this course for those who include this as s part
of the plrish workers' course. Four hours per week.
~ N C E SHORTHAND.
D
I, n.
4 Cr.
Advanced study of the theory and principles of Gregg shorthand. Rapid dictatioa Prerequisite 3-4 or high school credit in shorthand. Open to students
who cam take dictation at a minimum speed of 80 words per minute and trmscribe ~ t a hhigh degree of accuracy. Four ,hours per week.
82. ~ E A C H I N G OF BUSINESS.
I % Cr.
Sr. I.
See course 82 under Education.
J 3-54.$
Depertment of Home Economics
MISS SEGOLSON,
MRS.NELSON,MISSMORTENSEN
Thc abjectiwa of the department are threefold: first, to provide c o w that
d
l help atudenu solve penonal, home, and family living problems; eecond,
to offer training for homemaking; and third, .to offer training for the teaching
of home economics. Courses are open to all students and recommended for general education.
N o n - m h g major, 33 c d u ; courses are I , z, 3, 7, 39, 40, 42, 44, 57.
66, 68. 71,72. Also required are Chemistry 4 or 5-6, Physics 3, Economics IJ.
Sociology I, Biology 4 or 13-14 and 54, and Psychology 3 or 5 , and 6.
Graduation minor, 18 credits including cotuses I, 3, 7, 39, 40 and 42 or
'I'cidiag msjor, 38 credits; caurser bted for non-terching major plus 33 md
76. T e d h g mipcws possible in Biology, chemhy, Speech, SocLl Sdcnce or
Physical Eduution. C o d t a member of &e home ecommh faculty for course
plonr.
I.
CLOTHING
SELECTION,
C a m , AND bus. I.
3 fi.
A study of the factom involved in the choice, care, and repair of dothing.
B a u g in dcrign, bewmingnem, appropriateness, and some of the textile fabrics
suitable for ditferent wea are topiu considered.
+tinuation
both semesters.
course. To receive credit for this course, a student must complete
CLOTHING
CONSTRUCTION.
II.
2 Cf.
course provides laboratory experience in making simple gmmnts in
cotton and rayon. I t includes experiences in planning, cutting, fitting, and
Nitable ,techniques in making garments, the use of the sewing mochiae, a;lteration of garments. Home Economics I prerequisite for Home Economia edocotion majors. Two double laboratory periods, one lecture discussion period per
t.
This
,we&.
3.
Am w DAILY
LIVING.I.
3 CrA study of m ?s it is met in the activitica of everyday living. Open to all
rtudents.
E L B ~ ~ NOF
T SNUTRITION. 11.
3 Cr.
Noranal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietaries
will be analyzed.
7.
GROUPACTMTY.
See courses 53, 54 under Education.
23.
33.
COLORAND DESIGN.I.
2
Cr.
3 Cr.
A study of the principle of design and color related to selecting, rrrrnging,
and G g a i n g of household farnishings. Lettering and rimple poster d-.
Some craft experience. Home Economics 3 prerequisite for Home Eumomica
mapn. Three double laboratory perio& per week.
36. CMETS.II.
2
Cr.
Laboratory experience in various crafts which can be done at home or at
camps with simple equipment. Principles of design and color in their application to crafts will be studied. Two double laboratory periods per week. (Offered
1955-56.)
PRINCIPLES
OF FOOD PREPARATION
AND MANAGEMENT.
Prereq. 7 or
af h u u c t o r . I, 11.
pe&n
6 Cr.
Laboratory experience in menu planning, merl service. food purchasing, m d
food preparation. Three double laboratory periods a week.
39, 40.
MAMUAGEAND FAMILYM LA TI ON SHIPS. II.
3 Cr.
A c o r n applying principlw of cultural living to everyday problem of home
life. Discussions of penond f d y relationships, prepantion for muriap, the
Christian home and its iduence in the community, and related mbjecta. Regular lecturer, talks by guest speakers, illustrated lectures, and t o m .
42.
CHILD
DEVELOPMENT.
IL
2 Cr.
A study of the core and trahing of the pug c&ild = ,to to physical, mental,
and social development. One lecture period plus one double laboratory period
per week.
44.
Upper Division Cmrses
57. TEXTILES. I.
s Cr.
Study of textile fibers, fabrics, and hishes with special emphub on selection,
me, and care d common household and clothing textiles. Two dcmble laboratory
hours a week.
64. HISTORY
AND APPRECIATION
OF ART. 11.
2 Cr.
A study of the historical development of architecture, decoration, costume,
furnitcue, painting, and sculpture. Two regdar hours scheduled and field
trips arranged. (Offered 1954-55.)
n.
66. HOME
PLANNINGAND FURNISHING.
3 GThir conme included a consideration of housing, an anal* of &or pluls,
r study of the design of exteriors and interiors, and problems in ulecting,
arrmgiug, and conserving home furnishings. Home Economics 3 and 33 prereqaisite for Home Economics Education majors. Three double lalbomtory periods per
week
68. F ~ I L HEALTH.
T
I.
r Cr.
Basic f a c a and practical application of home care of the sick Problems
relating to environmental disease, prevention of illness and safety measures, as
well as to individual health problems within the family group.
71. HOME
MANAGEMENT
PROBLEMS.
I.
2 Cr.
Consideration of problems relating to planning, directing, guiding, and oo&ating
the resources of the home for happy, satisfying family W g . One
lecture period and one double laboratory period per week.
HOMEMANAGEMENT
LABORATORY.
I.
2 Cr.
~ c ' t u a lexperience in the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience in various aspects of management met in home living such as management of money, time, energy, and equipment. Six weeks residence in a home
management house with one conference hour per week. Food costs to be determined by the group. (Offered 1955-56.)
72.
CONSUMER
EDUCATION
AND INCOME~ ~ N A G E M E N
It.T .
t CT.
The wise choice of .consumer goods and services available on the market
and the necessity of a careful plan for spending are topics which will be considered for the purpose of helping the student receive greater satisfaction from
the use of money income.
73.
76. ADVANCEDC L O ~ I N CONSTRUCTION.
G
Prereq. 2. U
z Cr.
This course provides laboratory experience in making garments in wool.
More advanced problems in fitting and construction are used than those in the
c l m in Clothing Construction. Some experience in planning and c o n s t ~ c t i n g
garments for children is also given. Two three-hour laboratory periods per week.
Prereq. 3 2 credits in home economics
91. TEACHINGOF HOMEECONOMICS.
and Education 5 2. Sr. I.
z Cr.
Division of Natural Sciences and Mathematics
l e n rhc p
w of che division of Nattml Scienfc ta pmvidc trriPing in
metho& uld technique; ta interpret N a d Scienu in the light of
the Word of Gud; to acqruinr the student with the
of Narurd
Sdcnce i n a modem, changing world; w e m p k a wund mind and r r m n g
body; to vain for vocations in various fields o f N a r d Science; and to q u i p
tbe student with a scientific background which wiIl enrich his life ind the lives
of his feuow men.
&&c
Department of Biology
The aim of thir Department is to give the student z broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 24 credits; minor, 1 6 credits. Courses 1-2, 3N, 4, 7N no not count
toward the major or minor.
WORLDAND MAN.Fr. I, 11.
O Cr.
I-zt. THE NATURAL
The development of scientific foundations in the physical and biological sciper week consistkg or :xtures, lecture demonstrations, and
ences. Four
discussions.
gN. HUMAN ANATOMYAND PHYSIOLOGY.
Fr. I.
4 Cr.
A professional course in human anacorn, 1 - J ohyslology with special em&ash on structure. Two lectures and two d o ~ b l elaboratory periods per week.
Designed particularly for student nurses.
HUMAN ANATOMYAND PHYSIOLOGY.
Fr. 11.
4 Cr.
A professional course in human anatomy and physiology with emphasis on
both structure and function. Two lectures and two double laboratory periods
per week. Students who have credit for Biol. 3N will not receive credit for
Biol. 4.
4.
7N. GENERALBACTERIOLOGY.
I.
3 Cr.
A course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
3 - ~ 4GENERAL
.t
ZOOLOGY.Fr. I, 11. '
8 Cr.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures m d two double laboratoq periods per week.
I
$ ~ o n t ; ~ & $ &course. To receive credit for this course, a student must complete
b t h sem+ters.
GXNW BOTANY.So., Jr. I, II.
8 ~r.
y of the morphology and physiology of higher plants, f
W
by a -.
of the plant kingdom. Emphadia is llro placed on ;bacmieal principles. Flowering plenta arc identified in the spring. Three lectures and one
double laboratory period per week
25, 26.
Thk m a d
51.
Upper Division Courses
GENETICS.Prereq. 13-14,or 25, 26. So., Jr. I.
4 Cr.
A study of the laws involved in heredity and variation. Special emphasis is
placed on the practical application of the genetical laws. Four lectures per week.
(Offered 1955-56.)
4 Cr.
ECOLOGY.
Prereq. 13-14or 25, 26. So., Jr. II.
A survey of local ecological communities, and a study of the general principles of biological amciation and succession. Two iectura and one laboratory
period or field trip per week. (Offered 1955-56.)
52.
5 3. GENERALENTOMOLOGY.
Prereq. 13-14.Sr. I.
3
G.
A study of the habitat, morphology, physiology, reproduction, and classification of insects. Two lectures and one double laboratory period per week. (Offered 1954-55.)
54. GENERAL
BACTERIOLOGY.Prereq. Chem. 5-6. II.
4 Cr.
A review of the general &ld of bacteriolom, including the cause, control, and
prevention of important diiasu. Training in modern labontory techniques. Two
lectures and two double Izboratory periods per week.
3 Cr.
TAXONOMY
OF FLOWERING
PLANTS.Prereq. 25, 26. Sr. 11.
Taxonomy of flowering plants. Special emphasis is placed on systematic principles, systems of classi6cation, rules of nomenclature, etc. Two lectures and
one double laboratory period per week. (Offered 1954-55.)
55.
60. BIOLOGICAL
TECHNIQUES.
Sr. U.
1-2 Cr.
Pnctical work in mounting of microscopic slides, photography, and doing
projecu useful to teachers. (Oflered 1954-55.)
80. TEACH~NG
OF NATURAL
SCIENCES.Sr. I.
1% Cr.
The course consisa of methods of teaching natural sciences in secondary
schools.
Department of Physical Sciences
The counes offered provide fundamental background in the basic principles
of chemical and physical phenomena.
The primary objective u promotion of acient%c
proach.
thinking and sciendfic ap-
Thorough study in these courses will prepare the student for teaching the
natural sciences in secondary dooh. The courses in Chemistry will prepare
h i for further study in such specialized fields as Medicine, Ruearch, Engineering, Nursing, Pharmacy, and other related fields.
The course in Physics will prepare him for study in Exigineering and Applied
Mathematics.
Major, 24 credits; minor, 16 credits. Courses 1-2, jN, 4 do not count toward
the major or minor.
THENATURALWORLDAND MAN. Fr. I, II.
For course description see Department of Biology.
r-zt.
8 Cr.
3N. CHEMISTRY
FOR NURSES.I.
3 Cr.
A lecture and laboratory course covering subjects related to nursing in the
fields of inorganic and organic chemistry and biochemistry. Two lectures and
one double laboratory period per week.
PRINCIPLESOF CHEMISTRY.Fr. II.
4 Cr.
A lecture demonstration course designed to provide a general knowledge of
the laws and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for
Chem. 4.
4.
AND QUALITATIVECHEMISTRY.Fr., So. I, 11.
8 cr.
5-6.f INORGANIC
A study of laws and theories of chemistry and of non-metals and metals and
their compounds. Systematic qualitative analysis of cations. Three lectures and
four hours of laboratory per week.
Upper Division Courses
Prereq. 5-6. So., Jr., Sr. I.
4 Cr.
5 I. ANALYTIC~U.CHEMISTRY.
Systematic semimicro qualitative analysis of cations and anions. Short induction in general methods of quantitative analysis, volumetric and gmvimetric.
Two lectures and six hours of laboratory per week.
QUANTITATIVE ANALYSIS.Prereq. 5I. So., Jr., Sr. II.
5 Cr.
General principles, methods and procedure of quantitative analysis, volumetric
and gravimetric. One lecture, eight hours labratory per week.
5 2.
ORGANICCHEMISTRY.
Prereq. 5-6. Jr., Sr. I, II.
8-10 Cr.
A discussion of the important c l w u of aliphatic and aromatic compoands.
Laboratory work in preparation and study of typical organic substances. Three
lectures, four or six hours of laboratory per week. (Ofiered 1951-56.)
53-54.t
$6ntinnation course. To receive credit for this course, a student mupt complete
both semesters.
PHYSICALCHEMISTRY.Prereq. Math. 2, Chem. 5 1 and 52, and Physics
5 and 6. Sr. II.
5 Cr.
An introductory course coveting the gzr laws, solutions, chemical equilibrium,
rates of reactions, and colloids. Three lectutes and one double laboratory period
per week. (Offered 1954-55.)
55.
PHYSICS
Minor, 16 credits. Courses 1-2 and 3 do not count toward the minor.
THENATURAL WORLDAND MAN. Fr. I, 11.
8 Cr.
For corn description see Department of Biology.
1-2$.
PRINCIPLESOF PHYSICS.Prereq. H. S. Algebra and Plane Geometry. Fr. I.
4 Cr.
A lecture demonstration course which includes mechanics, heat, sound, light
and electricity. Emphasis is placed on the application of physics in the home.
3.
or concurrent registration in Math. I.
4 Cr.
A general elementary course in mechanics, sound, and heat. Three lectures,
one quiz, and one two-hour laboratory period per week.
5.
GENERALPHYSICS.Prereq. Math.
I
6. GENERALPHYSICS.Prereq. 5. So. 11.
4 Cr.
This course is a continuation of Gen. Phys. 5 and covers electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory period
per week.
Upper Division Courses
MODERNPHYSICS.Prereq. 6. Jr. I.
A study of modem topics in the field of physics including atomic
nuclear transformations, radiation phenomena, biophysical applications of
and other topics. Philosophical implications of mcdern physical science
considered.
5 I.
4 Cr.
theory,
physics
will be
ELECTRICITY
AND MAGNETISM.
Prereq. Phys. 6 and Math. 5 1 or concurrent registration in Math. 51. Jr., Sr. 11.
4 Cr.
An advanced course with emphasis on fundamental laws, electric and magnetic field phenomena, high and low frequency circuits, and electrical instruments. Two lectures and two two-horn laboratory periods per week.
52.
80. TEACHING
OF NATURAL SCIENCES. Sr. I.
1%
Cr.
Combined Science Major for Teacbiug
Requirement: 40 credits in Natural Science, including Chemistry 5-6 with
either 5 1 and 52 or 53-54;Biology 13-14and 25, 26; Physics 5 and 6.
TContinuation course. To receive credit for this course, a student must complete
both semesters.
Dqxrtment of Mathematics
The Department of Mathematics aims to give students a working knowledge
of mathematics s d c i e n t for solving the simpler problems of life, also to d o r d
students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider
horizon with experience that will make them escient workers in their chosen
fields and also give them confidence to pursue further study.
Major, 26 credits; minor, r o credits.
Courses A, B, 5 and 6 do not count toward the major or minor in mathematics, but A and B must be completed as prerequisites to other courses.
SECONDCOURSEALGEBRA.
Prereq. H. S. Algebra. Fr. I.
3' Cr.
Fundamentals of algebra continued and proper foundation laid for more advanced work in mathematics. Four hours per week.
A.
B.
SOLIDGEOMETRY.
Prereq. Plane Geometry. Fr. !J.
3 Cr.
Geometry applied to solids and planes. Area and volume formulas developed.
Spherical triangles and polygons introduced. Four hours per week.
INTRODUCTION
TO MATHEMATICAL
ANALYSIS.Prereq. Math. A. Fr., So.
I, II.
10 Cr.
This is an integrated course inoluding college algebra, trigonometry and plane
analytical geometry.
I , 2.
ENGINEERING
DRAWING. Prereq. B. I.
3 Cr.
Elements of drafting with an introduction to the use of graphs and formulas. Eight hours a week.
5.
ENGINEERINGDRAWING AND D E S C R I PGEOMETRY.
~
Prereq. 5. II. 3 Cr.
Methods of representation. Graphical and algebraic solutions. Eight hours
a week.
6.
Upper Division Courses
5 I , 5 Z.
ELEMENTARY
CALCULUS
AND DIFFERENTIAL EQUATIONS.
SO., Jr. I, 11.
I0
0.
Fundamental concepts are introduced. Formulas for Merentiation and integration, and solutions for various types of ordinary dzerential equations are
developed and applications made.
SOLD ANALYTICALGEOMETRY.
Prereq. z. Sr. I
3 Cr.
Lines and planes in space are studied and their equations developed. Quadratic
surfaces and ' d o r m a t i o n are given their proper emphasb.
53.
54.
THEORYOF EQUATIONS.
Prereq. Math. 51. Sr. 11.
3 Cr.
This course includw the study of & numben, determinants ?ad o h e r
topics that aid in the solution of equations of higher degree.
84. TEACHINGOF MATHEMATICS.Sr. I.
Cr.
I
Department of Health and Physical Education
The aim of the Department of Health and Physical Education is to promote
a weli-rounded physic21 education program.
health and physical fitness &ugh
to develop character md good s p o r a d p throrrgh the intnmunl and inrercollegiate sports program, to further the worthy use of leisure cime, and to provide an effecrive training program for praspctivt reachers of h d t b and physical education.
All students are required to take a physical examination by the college physician as a part of the registration procedure before participating in any phlse
of the physical education program.
A course in Personal and Community Health is required of all freshmen and
new upper class students who have not had an equivalent course in college.
One year of physical activities, courses 3 and 4, is required of all students.
Major and Minor Requirements:
Major for men, 33 credits, including courses 2, 3, 4, 5, 6, 8, 11, 12, 27, 5 0 ,
5 1 9 52, 53, 54, 55, 56, 84.
Major for women, 3 0 credits, including courses z, 3, 4, 5, 6, 8, 13, 14, 16,
17, 27, 50, 52, 53, 54, 84.
Minor,
formen:
21
2,
credits, including courses z, 3, 4, 5, 6, 8, 11, 12, 5 I, 53, and 54
j,4, 5, 6, 8, 13, 14, 16, 17, 53, and 54borwomen.
Biology 4; Psychology 5, 6; and Education 51, 52, 53, 54, 5 5, $8, 94, and 96
Bhould be included for a teaching major in phyuical education.
PERSONALAND COMMUNITY
~ T H Fr.. Offered both semesters.
2 Cr.
A study of modem concepts and practices ob health and healthful living
applied to the individual and the community.
2.
3, 4.
PHYSICAL
ACTIVITIES.(Men). Fr., So. I, 11.
I
Cr.
3, 4.
PHYSICAL
ACTIVITIES.
(Women). Fr. I, 11.
I
Cr.
INTRODUCTION
TO HEALTH
EDUCATION,PHYSICALEDUCATION,AND
RECREATION.
Fr. I.
2 Cr.
A brief preview of the three present day interrelated fieldc of health education, physical education, and recreation as they function in the public school
5.
mema
-~ONAL
ACTIVITIES.Fr. n.
I cr.
Theory and practice in teaching recreational activities, social recreation, quiet
gamer, l o r organized games, noon hour activities, camp nights, relays, and
m&ed
games.
6.
FIRSTAID. Fr., So. 11.
American Red Cross First Aid Course. (Offered 1955-56.)
8.
I
Cr.
TEAM SPORTSAND L.EAD-UP G-.
(Men). So. I.
2 Cr.
A study of technique, rules, and teaching of lead-up games for soccer, speedball, and volleyball.
Team Games: Touch football, softball, speedball, soccer, and volleyball.
I I.
12.
INDIVIDUAL
AND DUALSPORTS.(Men). So. I
I.
2
Cr.
Theory and practice in teac,hhg badminton, shdeboard, handball, aerial darts,
table tennis, horseshoes, paddle tennis, archery, and golf.
4 Cr.
13, 14. TEAM SPORTSFOR WOMEN.SO. I, 11.
Theory and practice in the coaching and oiciating of field hockey, soccer,
basketball, volleyball, and softball. (Offered 195 5-5 6.)
16. INDIVIDUAL
AND DUAL SPORTS.(Women). So. II.
2 Cr.
Theory and practice in teaching skating, skiing, badminton, table tennis,
shuffleboard, archery, tennis, and golf. (Offered 1954-5 5.)
17. SELF-TESTING
ACTIVITIES.(Women). So. I.
I Cr.
Theory and technique of teaching stunts and tumbling. (Offered 1954-55.)
27.
KINESIOLOGY.
Prereq. Biology 4. So. I.
2
Cr.
This is a study of body movements and the mechanics in the effecting of efficient movements.
OFFICIATING. (Men). So. I.
r Cr.
Instruction and application of technique and rules of osciating in football,
basketball, baseball, and track. (Offered 195 5-56.)
29.
Ufifier Division Courses
PHYSICAL
EXAMINATIONS
AND ADAPTED
PHYSICAL
EDUCATION.
Prereq.
Biol. 4, and P.E. 27. Jr. 11.
2 Cr.
Procedures and interpretation of physical examinations. Analyak of functional
and organic abnormalities and suggested adapted activities for atypical c-.
(Offered 1954-55.)
50.
SELF-TESTINGACTIVTITES. (Men). Jr. I.
2 Cr.
Theory and practice in teaching individual and dual stunts, apparatus,
bumbling, boxing, and wrestling.
5 I.
FUNDAMENTALMOYEMLNTS.
Jr. II.
I 0.
Folk games and gymnastic rhythms. Separate sections for men and women.
(Offered 1955-56.)
52.
PRINCIPLESAND CURRICULUM
OF HEALTH
AND PHYSICALEDUCATION.
Prereq. 5. Jr., Sr. I.
3 Cr.
Aims, scope, and objectives of health and physical education.
An analysis and evaluation of the elementary and secondary achool heakh
and physical education curriculum.
53.
AND ADMINISTRATION
OF HEALTH
AND PHYSICAL
54. ORGANIZATION
EDUCATION.
Sr. IL
3 Cr.
Problems of organization, administration, and supervision of health and
physical education.
2 Cr.
COACHING
OF SPORTS: FOOTBALL AND BASKETBALL.S t I
.
Theory a d techniques of aching. Seniors only, or approval of in4tructor.
55.
56. COACHING
OF SPORTS:BASEBALLAND TRACK.Sr. II.
2
a.
Theory and technique of coaching. Seniors only, or approral of instructor.
Sr. II.
I Cr.
84. TESTSAND ~ ~ A S U R E M E N T SIN PHYSICALEDUCATION.
A survey and evaluation of tests in physical education. (Offered 1954-5 5.)
r Cr.
85. COMMUNITYCREATION. Jr., Sr. 11.
PraLlems of community recreation including programs and program planning,
a awey of activities, and the organization and adminkmation of recreational
work. (Offered 1954-55.)
94.
TEACHING
OF HEALTH A N D PHYSICAL
E D U C ~ ~ OSr.
N . I.
Mcchods and materials in health and physical education.
2
Cr.
Augsburg Theological Seminary
Augrburg Theological Seminary is the taining school for the paston and
missionaries of the Lutheran Free Church. It offers a regular three-year course
of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church
it aims to stress particularly the training of p+on and spiritual leaden dedicated to the ideal of building Lutheran congregations where the Gifts ef
Grace are freely cultivated and nurtured under the authority of the Word a d
the guidance of the Holy Spirit.
GENERAL REQUIREMENTS
Admiseion
The normal prerequisite for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college coune must hare included the
following prerequisite subjects:
Greek
German, or
Latin, or
Norwegian
Philosophy
z
I
years
year
In the case of mature students of outrtanding ability and experience, an occasional exception from these requirements may be made by special action of
the Committee on Admissions.
In order that students may derive the greatest possible advantage from their
dxological studies, it is recommended that their college course of study, besides
fulfilling requirements as to a major and a minor, in addition to the subjects
indicated above, include as many as possible of the following:
English
Speech
Psychology
History
Natural Science
Sociology, or Economics, or
Political Science, or Education
Typewriting
2
I
I
2
I
I
I
years
year
year
years
year
year
year
All candi&tes for a W m n to the Seminary must have achieved a good
academic rewrd in their preparatory studies in college.
Applications for Admission
Applications for admission to the S e m k q should be addressed to the Secretary of the Theological Faculty, and should include the following:
I. A fonnal letter of application for admission as a s d m t in the Seminary,
including a personal statement by the candidate concerning his background,
including baptism, confirmation, spiritual experience, doctrinal convictions, and
church membership.
2.
A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of these
should be from the pastor of the candidate's local church.
4. A catificate of good health.
These documents must be in the hands of the Secretary of the Seminary
Faaulty before July &st.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The &st year of study is always considered a probationary year.
Transfer of Credits and Advanced Standing
Students are admitted to the Seminary with the understanding that their
studies are to be pursued under the direction of the Theological Faculty. Any
arrangement to take a part of the theological course at another seminary must
have the prior approval of the Theological Faculty at Augsburg.
Adrrnced standing is granted in certain instances, when a student applying
for admission presenu a transcript of credits indicating work done in orher
theological seminaries of recognized standing.
Conditions and Incompletes
A condition or an incomplete received at the end of the semester must be
removed within the &st five weeks af classes of the following semester of
attendance. If incompletes and conditions are not removed within the time
allowed, the condition automatically becomes a failure and the incomplete may
be changed to a passing grade only when the average of previous work is su6ciently high.
Expenses
Seminuy studmta pay no tuition. They do, however, pay the regular student
activity fee, health fee and a general Seminary fee of ten dollars per axnester.
S a c n h q students living in the domitory receive a special grant to m r
the eort of room rent. The cost of board is the same u for the College d e n t s .
See page 2 5 .
Graduation and Degrees
The Seminary course consists of a h e - y n r cycle of lectans and study plw
six months of practical service in the cxmgng~tions. Students who campIete all
the requirements of the regular c o m e are graduated with the degree of Bachelor
of Theology. These requirements may be summarized as follows:
I. A minimum of 102 semester credits, including a seminar course in each
of the following four major fields: Old Testament, New Testament, Church
History, and Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly dered.
3. The attainment of an honor-point ratio of at least 1.5 (C+ average)
throughout the rhree years of Seminary work.
4. Six months of practical Christian service under the direction of the
Facultv Committee on Service. See below.
5 . The preparation of a scholarly thesis, approximately 8,000 words in
length, on an approved theological subject. The subject must be submitted for
faculty approval before April 1 5 of the Middler year and the thesis must be
completed by January 10 of the Senior year.
6. A comprehensive examiaation, written and oral, in Old Testament, New
Testament, Church History, and Systematic Theology taken during the third
week of March. Written and oral examination sermons.
Students who complete the required number of credits for graduation with
an honor point ratio of 1.0 ( C average) and the six months of practical service, but who have not met all the normal academic prerequisites for admission,
or who have not attained an honor point ratio of 1.5 in their studies, are graduated with the degree of Graduate in Theology.
Seminary Internship
In addition to the three years of theological study in the Seminary each student is required to spend six months in practical Christian service, as appointed
and supervised by the Committee on Service. This work is done during the
summer vacations between the beginning and conclusion of the Seminary coune.
A limited amount 06 assigned collateral reading is required during the in-service
per;ad.
The Seminary students are also encouraged to engage in a limited amount of
practical church work during rhe school year either in the Twin Cities or ia
nearby commnnities. This should be done in consultation with the Committee
on Service.
COURSES OF STUDY*
Theological Orientation Courses
J&
Yen
THE BACKGROUNDAND S m c - r m m OF rn BIBLE A reading course
giving the student a preliminary orientation i n the Book which is the chief
I.
source in theological study. Geography of Bible lands. General outline of Biblical
*With ohe exception of the Theological Orientation Gunes, offered m u a l l y
for Juniors, the Seminary courses are rotated in a three-year cycle.
History and contemporaneous secular history. Brief m e y of the historical
z Cr.
origin of the Biblical writings.
4. THEOL~GICAL
PROPAEDEUTIC. A survey of the main divisions of Christian
Theology; their subdivisions; their relation to the entire field of Thcology and
to the whole realm of human knowledge.
I Cr.
5. INTRODUCTION
TO DOGMATICS.
A preliminary study of the Ecumenical
Creeds, the Augsburg Codeasion, Luther's Large Catechism, and the Life of
Luther.
I Cr.
Old Testament
& STENSVMG
FOR BEGINNERS.
The &st year is devoted to a study of the
9-10. HEBREW
essentials of Hebrew grammar, using Creager and Alleman's text, and the reading of selected passages from Deuteronomy. (Oflered 1954-15.)
6 Cr.
11. THE PENTATEUCH.The course includes a general introduction to the
books and a careful exegetical study of selected passages. (Offered 195556.)
3 Cr.
12. THE HISTORICAL
BOOKS.A survey of the history of Israel with emphasis
on religious valuea and the rise of prophetism. Selected p a g e s from the bis3 Cr.
torical books are studied. (Offered 1955-56.)
13. THE PROPHETISAIAH. A careful study of the Biblical data concerning
the political and religious conditions of Israel and Judah, together with a survey
of ,the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book. (Offered 195657.)
3 Cr.
14. THE PROPHET JEREMIAH. A study of the political, moral, and religious
trends of the time of Jeremiah. Special attention is given to Jeremiah's personal
character, his Messianic hope, and to his portrayal of the struggle for spiritual
3 Cr.
freedom. (Offered 1916-57.)
I 5. THE BOOK OF JOB. A course which aims to make clear the teaching of
the Wisdom Literature of the Old Testament in regard to fundamental probz Cr.
lems of life. (Offered 1954-55.)
16. PSALMS.The course includes an historical survey, a general introduction
to the larger groups, and a careful exegetical study of a number of Psalms.
Reading assignments give special attention to the religious developments af the
3 Cr.
post-Exilic period. (Offered 1914-55.)
17-18. HEBREW
EXEGESIS. Review of the grammar followed by an exegetical
study of Amos and the cursory reading of selected passages from other books
in the Old Testament. (Offered 1955-56.)
4 Cr.
A study of archaeological discov19. SEMINARIN BIBLICALARCHAEOLOGY.
eries and their signi6cance in relation to the Bible. The course consists of a
number of introductory lectures followed by student presentations of assigned
I Cr.
topics and class discussion. (Oflered 1954-51.)
New Testament
20-21.
NEW TESTAMENT
GREEK.TWOyears of Greek is a requirement for
admission to the Seminary; in exceptional cases a remedial course may be taken
without credit in the Seminary, with no reduction of normal load.
INTRODUCTION
TO THE NEW TESTAMENT.
A survey of the contents of
the New Testament, together with the authorship, date, and purpose of the
various books. The process by which these books became a New Testament
Canon will be considered and also the transmission of the text in Greek manuscripts and early versions. (Offered 1956-57.)
3 Cr.
22.
23. THE GOSPELOF MARK. Readings from the Gospel of Mark in Greek,
with selections from Luke, considered in the historical frame of Jesus' ministry.
Each student will be expected to master a knowledge of the historical outline
3 Cr.
of Jesus' ministry. (Wered I 9 5 6-57.)
24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's
appeal to the Jews. (Offered 1955-56.)
3 Cr.
25. THE GOSPEL OF JOHN. The purpose and special characteristics of the
Fourth Gospel, its authenticity and peculiar value. The latter part of the semester is devoted to the study of the account of Christ's passion, based on the
r Cr.
English text with the aid of a Gospel harmony. (Offered 1954-55.)
26.
1-12.
THEJEWISH SECTIONOF THE APOSTOLICCHURCH.Rapid survey of Acts
This will be followed by a study of the Epistle to the Hebrews and the
Epistle of James as literature written especially for Jewish Christians. (Ogered
1954-55.)
3 Cr.
27. L P - ~AND EPISTLESOF PAUL. A rapid study of the life of Paul as given in
Acts, the historical occasion of his epistles, and the study of selected portions
in English. (Offered 1955-56.)
3 Cr.
INTERPRETATION
OF ROMANS.Reading of the doctrinal portion in Greek
with use of commentaries; the essence of the Gospel as set forth by Paul. The
28.
problem of Israel's rejection of Christ (chs. 9-11), and the section on the
,Christian life (chs. 12-16) will be studied as time permits. ( m e r e d 195451.1
2 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
Christ and the spiritual goal of history. (Offered 1956-57.)
2 Cr.
OF THE REVELATION
OF JOHN. The course aims at a
30. INTERPRETATION
mastery of the contents of the book and its interpretation in the light of Holy
Scriptures in general. Special study of the forms of apocalyptic literature. (Offered 1955-56.)
Church History
MR. SONNACK
40-41. 'lh.
EARLYCHURCH. The History of the Christian Church frem the
Apostolic Age to the time of Gregory the Great (590). The orgmization, doctrine, government, and worship of the Early Church; the downfall of heathcnism in the Roman Empire, and the rise of the Papacy. The course begins with
a brief survey of the Book of Acts. (Offered 19j5-56.)
4 Cr..
42. THE CHURCHOF THE MIDDLEAGES. A general survey of the developof Christianity in Western Europe from 590 to the period of the Protestant Reformation. T h e course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward re3 Cr.
form. (Offered 1956-57.)
ment
43. THE REFORMATION.A study of the causes which led up to the Protestant Reformation; the Reformation itself and its results, including the Roman
3 Cr..
Catholic Counter-Reformation. (Offered I 9 j 6-57.)
44. THE CHURCHA F ~ E R TIIE REFORMATION.733 course covers the period
from the Reformation and up to the present time, aich special emphasis on
2 Cr,
the history of the Lutheran Church. (Offered 1914-51.)
CHURCHHISTORY.
Early colonization; planting of churches;
45. &=CAN
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The history of the Lutheran Church in America
2 Cris studied with special care. ( m e r e d 1954-1 5 . )
OF CHRISTIANDOCTRINE. A study of the development
46. THE HISTORY
of Christian doctrine and its crystallization into creeds and confessions, including the Patristic, Scholastic, and Reformation periods. (Offered 1 9 5 ~ - ~ 6 2. ) Cr.
47. THE LUTHERANCHURCHIN THE WORLDTODAY.A study of the constitution and work of the Lutheran Churches in the various countries of the world.
Special attention to the work of the Lutheran World Federation. (Ofiered
1956-57.)
I Cr-
Systematic
Theology
fi.&ON
.
intended to introduce the student to the field
50. I ~ r a o ~ u c n oA~course
of Christian truth in its systematic form. The course includes an outline of
2 Cr.
the entire field. (Offered 1954-55.)
11. THEOLOGY
~LNDANTHROPOLOGY.A study in the systematic exposition
of the teachings of the Bible concerning God and man. Papers on special
3 Cr.
topics. (Offered 1954-55.)
52-53. SOTERIOLOGY.The doctrine concerning the restoration and maintenance of the true oommunion between God and man. The Person of Christ
is work; the Holy Spirit; the meaning and method of salvation in relaand H
tion to the individual and to society; rhe nature and function of the Church.
4 Cr.
(Offered 1955-56.)
54-15. CHESSTIANETHICS. A study of the religious and ethical implicatiolls
.of the Christian experience. Special attention is given to the development and
application of Christian ethics with reference to the individual, organized in:stitutions, and society as a whole. (Offered 1956-57.)
4 Cr.
56. SYAQWLICS. A careful study of the Book of Concord, containing the
creeds subacribcd to by the Lutheran Church. The genesis of each creed, its
.doctrinal significance, and its place in the present life of the Church. (Ofdered 1954-55.)
z Cr.
57. COMPARATIVE
SYMBOLICS
AND RELIGIOUSCULTS. A comparative study
of the creeds of the great divisions of the Christian Church, and of the teach4ngs of various modern religious sects and cults. (Offered 1956-57.)
z Cr.
Practical Theology
All members of the Theological Faculty give instruction in thin field.
A. Pastoral Theology
60. PRINCIPLESOP PASTORAL
THEOLOGY.This course, which is based on the
Pastoral Epistles, comprises the historical and theoretical study of the foundat Cr.
tions of the pastoral o6ce and the New Testament ministry.
SOUL-CARE
AND THE SPIRITUAL
LFE. A study of Christian experience
61.
and its varied expressions, and of the basic principles of soul-care. Collateral
reading from the great classics of the spiritual life. (Offered 195 5-56.) z Cr.
62.
INTRODUCTION
TO PASTORAL
COUNSELING.Rev. Fredric M. Norstad.
This course deals with the dynamics underlying human behavior in both
normal and deviated forms. It seeks to acquaint the student with the qpes of
emotional and mental distu~banceswith which he will be most frequently confronted in his pastoral ministry. The course attempts to help the student to
recognize the deviations and distinguish between those thiigs which are properly handled by a pastor and those which the pastor must refer ,to other competent help.
I Cr.
6 3 . EVANGELISTICS.
A course dealing with foreign, home, and inner missions,
2 Cr.
.and various types of evangelism. (Offered 195 5-5 6.)
65. PRINCIPLESAND P R A ~ COF
E PREACHING.Technical and psychological
,elements of preaching. Emphuis upon sermons. Juniors.
z Cr.
The application of the principles of preaching to the out66. HOMILETICS.
and presentation of brief sennons. Emphasis upon thorough preparation
and constant practice in delivery. Middlea.
z Cr.
'lining
67. SERMONS.
A course in the preparation and delivery of sermons. Both
the structural and spiritual elements are emphasized. Sermons by great preachers
are studied. Senion.
2 Cr.
C. Polity, Worship, and Parish work
70. CHURCHPOLITY. A course dealing with the Biblical theory of the congregation; oficers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and II Corinthians
are studied as the best source. (Offered 1954-55.)
z Cr.
71. CHURCH ~DMINISTRA~ON. A study of the variow aspects of -regational organization. Methods of increasing ef3iciencp in the performance of
the pastor's duties. Effective o6ce procedures. The practice and teaching of
Ghristian stewardship. (Offered 1954-55.)
I Cr.
72. PASTORALPROBLEMS. A series of lectures and discussions dealing with
practiul problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the occasional services effective. Problems of pastoral ethics. ( m e r e d 1956-57.)I Cr.
73. LITURGICS.The principles and forms of public worship. A study of
liturgy as a means of expressing and moulding religious life with emphasis on
its relation to varying conceptions of the Church. ( m e r e d 1956-57.) I Cr.
An historical s w e y of the best selections of hymns from
74. HYMNOLOGY.
the early Christian Church and the Church in Germany, Scandinavia, England,
and America. Special attention is given to Lutheran hymnody. (Offered 195455.)
I Cr.
D. Christim Education and Sociology
76. METHODS OF PARISH EDUCATION.
Studies in the application of basic
principles and methods of education to the subject matter used in catechetical
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish. (Offered 195657.)
z Cr.
78. THE CHURCHAND HUMANS o c ~ ~ nA. study of the relation between
the Christian Church and present-day civilization and culture, and of the organized movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians and upon the world-wide task
z Cr.
of the Church. The Ecumenical Movement.
79. CHRISAND SOCLU
WOE This course is designed to give the
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures, re2 Cr.
ports, and institutional visits.
Student Register
THEOLOGICAL STUDENTS-1 953-1954
Third Year
Berkland, Theodore A.
Christopherson, James E.
.
.Minneapolis
Valley City, N. D.
. . . . . ..Minneapolis
..
...
. . . . . . .
Erickson, Stanley R.
..............
Gudim, Milo D.
. . . . .McVille,
N. D.
. . . . . .Minneapolis
Halverson, Philip J. . . . . . . . . .
Kallevig, Lloyd C. . . . . . . . . . . .
Soli, John C. . . . . . . . . . . . . . . . . .
. . . . . . . . . .Willmar
. . . . . . .Minneapolis
Storley, Calvin . . . .
Vaagenes, Morris G.
. . . . . .Roslyn, S. D.
. . . . . . Minneapolis
............
..
Second Year
. . . . . . . . . . . . . . . . . . . . ..
. . . . Minneapolis
. . . . . . . . . . . ..Aitkin
. . . . . .Minneapolis
Anenson, LeRoy H. . .
Dahle, Norman A. . . . .
Halverson, William H.
Johnson, Morris M. . .
Oman, Lyman F.
.Racine, Wis.
.......
...
...
. . . .
Rokke, David H.
...
Swanson, Edward E. . .
Amery, Wis.
Minneapolis
. . . . .Minneapolis
Thorpe, Gordon D. . .
Underbakke, Leland B.
Aniwa, Wis.
. . . .
. . .
.Minneapolis
First Year
Edinburg, N. D.
Berntson, Rudolph E.
.
Carlsen, Glenn T. . .
Goodrich, Quentin A.
Lyngdal, Lloyd W.
Peterson, Gerald J.
Minneapolis
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Mmneapolis
, , , , , , , ,
. . . . . . . . . . . . ..Duluth
. . . .. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Quanbeck, Quentin G.
-
. . . . . . . . . . . . . . . .
Rimmereid, Arthur V.
.
. . .
Stenberg, Roger W.
Unseth, Malcolm W.
.
. . . . . . . . . . . . Bertha
New Rockford, N. D.
.
. . . . .Portland, Ore.
..
Specials
Estness, Borghild
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
. .
Thompson, Milford A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Seattle, Wash.
Vetvick, Leo (2) . . . . . . . . . . . . . . . . . . . . . . . .
, , , ,
, , , .
.
.Minneapolis
. .Minneapolis
Vick, Oliver K. (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(2) Registered for second semester only.
COLLEGE STUDENTS-1 953-1954
SENIORS
Aosen, Hildegarde E. .
Allor, Donold J. . . . . . .
Andersen, Donald W. . .
Anderson, Arthur L. . . .
Anderson, Janice A. . . .
Anderson, Robert H. (1)
. . .Winger
Minneapolis
. . . .Wayzoto
.Minneopolis
.Minneapolis
. Minneapolis
Becker, Louis 0. . . . . . .
Berntsen, Ruth A. . . . .
Bloke, Shirlee A. . . . .
Botko, Willord J. . . . .
St. Louis Park
. .Minneapolis
. .Ottowo, Ill.
.Minneapolis
Corlson, Erwin L. (1) . .
Corlson, Roger E. . . . .
Chilstrom, Herbert W. .
Cote, Arthur J. Jr. . . . .
. .Minneapolis
Minneapolis
.
Litchfield
. Minneopolis
Dill, Donald J.
Dorr, Ardis S.
.
.Elk River
. .Mentor
Argusville, N. D.
Longseth, Robert V. .
Larson, Arlene J. . . . . . . . . . . .Wadena
Lorsson, Kenton D. . . . . .Taylors Folls
Lusk, George W. . . . . . . . . . .St. Paul
Lyngdol, Colette P. . . . ..Minneapolis
Marquordt, William G.
. . . . . .St. Paul
. . . .Worthington
Mothiason, Alan E.
Mattison, Robert T. (11 . . . .Minneapolis
Melby, Naomi E. . . . . . . . . .Lake Lillior.
Munson, Paul C. . . . . . . . .Minneapolis
Nelson, Gordon A.
. . . . .Minneapolis
Nelson, Janet A. . . . . . . . ..Ellendale
Northfelt, Richard A. . . . . . .Minneapolis
Norum, Donald A. . . . . . . . . . . .Hollock
Cumberland, Wis.
Nyhus, Edward 0.
Nystuen, Winifred H. Erickson, Man., Con.
Olesen, Esther . . . . . . . . . .Rocine, Wis.
Eldol, Phyllis S. . . . . . . . . .
Minneapolis Olson, julion R. . . . . . . .
~ i ~ ~ ~
Elness, S. Jerome . . . . . . . Gorfield
Erlandson, Wolloce E. (1) . Minneapolis Porkhurst, Milford C. . . . .Mondovi, Wis.
Evenson, Leland E. . . . . .
. ~ a n s k a Peterson, Clinton J. . . . . . . . . . . . .Jackson
Phillips, Merton C.
. . . . . . . . . .Excelsior
Fisher,
W. . . . . . . . . .
Porten, Horace A. . . . . . . . .Alvarodo
Froilond, David C. . . . . . . Minneapolis pribble, ~~~d C. . . . . . . . . . . ~ , ~ ~ + i ~
Fullerton, Gerald L. . . . Minneapolis
Reimer, Donna E. (1) . . . . . . . . . ..Duluth
Gonte, Marshall H. . . . . . .Minneapolis
~ ~ i ~~~l~~~
~ r K.t ~
. . .~. . .~ ~
,
~
~
~
h
Geisendorfer, James V. (2). . .Minneapolis
~
~
b paulette
~
t . .~. whitefish,
~
~ M, ~ ~ ~ .
Gustafson, Violet E.. . . . ..McGregor, N. D.
P. . . . . . . . . . . .,st. pOul
kolf, ~~~i~
Ingman, Robert C. . . . . . . . . Minneapolis
Isaocson, Edsel C. . . . . . . . . . . . . ..St. Poul
Rust* Gary R. . . . . . .Harwood. N. D.
Sandness, Albert J. . . . . . LoMoure, N. D.
Sandquist, Shirley K.
. . . . .Cambridge
Shiell, James L. . . . . . . . . . . .Hoffman
Skogen, Clyde L.
.
. . . . . . . . . . Isle
Skovholt, Ardelle E. . , .Mooreton, N. D.
Soiseth, Marilyn H. . . . . . .Williston, N. D.
tSolberg, Marilyn Y..
. . . . . . .Ray, N. D.
Sonsteng, Ruth E. . . . . . . . . . . . . . .Solol
Sorenson, James A. . . . . . . Eleva, Wis.
Jensen, Alice K. . . . . . . . . . . . . Rosemount
Johnson, Marcellus L.. Newman Grove, Neb.
Johnson, Marjorie A. . . . . . .Minneopolis
Johnson, Richard J. . . . . . . . Minneapolis
Thoreson, Allon R. . . . . . . . . . .Peterson
Tjornhom, Barbara L. . . . . . . . . . .St. Paul
Trelstad, Jerome C. .
. . . .Minneapolis
Twiton, Robert E. . . . . Sun Prairie, Wis.
Kleven, Lowell H. . . . . Blonchardville, Wis.
Knudson, Noel M. . . . . . . . . Minneapolis
Knutson, Maryan A. . . . . . . Granite Falls
Kyllo, Valborg L. . . . . . . . . . . . . . .Kenyon
Warner, Elaine W. (1)
. . . . . . . . Duluth
Westphol, Joanne C. . . . . . . . .Madeha
Hambera, Elaine L.. . . . ..Williston, N. D.
~orkmon, Moryls A. . . . . . . . Cokoto
Horrison, Jean . . . . . . . Minneapolis
Hellond, Florence L. . . . . . ..Binford, N. D.
Hielmeland, Selmer J.. . . ..Williston, N. D.
Hoeft, Robert L. . . . . . . . . . . . ..Shofer
Huglen, Erling S. B. . . . . . . . .Newfolden
Hushogen, Orpha L. . . . . . . . . . .Gonvick
(1) Registered for first semester only.
(2) Registered for second semester only.
t Deceased, September 28, 1953.
Vick, Oliver K. (1) . . .
Men ............
Women . . . . . . . . .
Spring Grove
JUNIORS
Adorns, Patricia A. . . . . . . . . . . .Westbrook
Aho, Arnold D. . . . . . . . . . . . . .Minneapolis
Amundson, Robert E. . . . . . . . .Minneapolis
Anderson. Curtis M. . . . . . . . . . . . . . .Bruno
Anderson, Donna Lou ...... .Argyle, Wis.
Anderson, James W. ....... .Minneapolis
Anderson, Norman E. ....... .Alexandria
.St. Paul
Anderson, Theodore W.
........
Benson, John E. ....... .Milwaukee, Wis.
Berge, Mavis S. . . . . . . . . . . . . . . Lanesboro
Bodin, Wesley J.
.Minneapolis
Bosmoe, Valborg J.. ...... .Pierpont, S. D.
Bouchord, Janet A. . . . . . . . . .Minneupolis
Bremseth, Janice M. . . . . . . . .Minneapolis
Briggs, Walter C. . . . . . . . . . . .Minneapolis
Britton, Paul R. . . . . . . . . . . . . .Minneapolis
..........
Collins, Jane B.
............. .Monticello
Dahlin, Maxine M. ............. .Cokato
Danger, Mary J. ............. Stanchfield
Drake, Spencer R. . . - . . . . . . . .Minneapolis
Dronen, Richard A.
.Minneapolis
........
Egertson, Darrell J. . . . . . . . . .Minneapolis
Eide, Delores M. . . . . . . . . . . . .Minneapolis
Fogelquist, Roger H. ( 1 ) . . . . . .Minneapolis
Fuerstenau, Eugene H.. Cedor Rapids, lowa
Gilbertson, Nora M.. .Frontier, Sask., Can.
Grinde, Lloyd C.. . . . . . . . .Estherville, Iowa
Gronseth, Phillip N. . . . . . . . . .Minneapolis
Hagestuen, Richard M. . . . . . . . . . Starbuck
.Mlnnwpolh
Halling, Beverly J.
Halvorson, Helen A. . . . .Golwburg. N. D,
Hansen, Ronald M.
.Park Ridge, 121.
Honson, L. David .......... .long Prairis
Hanson, James E. . . . . . . . . . . .Minneapolis
Hanson, Phillip J. . . . . . . .Estherville, Iowa
Hanson, Wallace L. ............. Waseca
Helland, Rachel E.. ...... .Thief River Falls
Heng, Rolf 0.. . . . . . . . . . . . . .Minnmpolis
Henjum, Raymond G. .......... .Hoffman
Holcombe, Thomas E. ....... .Minneapolis
Holt, Everett V. ................ .Carver
.........
.....
Jenson, John R. ........... .Minneapolis
Jerdee, Mary L. ............ .Minneapolis
Johnson, James A. .............. Kenyon
.Minneapolis
Johnson, Merlyn R. (2).
.....
Karlstad, Elmer . . . . . . . . . . . . . . . . . . .Salol
Krueger, Wallace T. (2). .... .Minneapolis
Kvamme, Anden ......... .Voss, Norway
Larson, Audrey V. ......... .Robbindale
Lanon, Myrtle I. .......... Berwick, N. D.
Larson, Richard J. ............Kerkhoven
Larson, Robert D. (1). ........ .Moorhead
Lelvis, Patricia M.
.Chatham, Mich.
Ludviksen, Stanley B.
.Portland, Ore.
Lunow, Arthur . . . . . . . . . . . . .St. Louis Park
.......
.....
Maeland, Arnulf ....... .Fairhaven, Mass.
Mahre, Richard A. . . . . . . . . . .Minneapolis
Mickelberg, Erwin D. ..... .Onalaska, Wis.
Moe, Dorothy R. . . . . . . . . . . . . . . .D m n
Mulliken, John K. . . . . . . . . . . . . . .St. Paul
..........Minneapolis
..............Madelia
........ .Minneapolis
.........Golden Valley
Nelson, Lennart D.
Nelson, Philip A.
Nordstrom, Ethel C.
Olson, Damaris R.
Olson, Monroe B. .......... .Minneapolis
Omdahl, Beverly F. ............. .Faston
Pousi, Ruth M.
Quanbeck, Paul M.
..........Minneapolis
Rodvik, Erling S. (2) ........Minneapolis
Roesler, William A. (2)
.St. Paul
.........
Saari, Corwyn J. . . . . . . . . . . . .Minneapolis
Seaver, John E. ............ .Minneapolis
Seover, Roma R. . . . . . . . . . . .Capron, Ill.
Siegel, Donald W. (1).
.Chicago, Ill.
Skaar, David W.
Rockford, Ill.
Skierseth, Donald ........ .Bracket, N. D.
Sneitzer, Robert F. ............ .St. Paul
Soderberg, LaVonne A. ........ Kandiyohi
Steinbrecher, Wayne G. ..... .Minneapolis
Stensrud, Richard H. ........ .Minneapolis
Strande, Nels A. D.. . . . . . . . . . . . .Brooten
Strondlie, Wenona C. ........... Benson
......
...........
Thoreson, Wayne 1..
Twedt, Agnes S.
Tweet, Agnes M.
............Peterson
........ .McHenry, N. D.
.......Tunbridge, N. D.
West, Kenneth W. ....... .Maple Park, Ill.
Wolden, Gerhard P.
Estherville, Iowa
.....
Men
............................
Women
(1) Registered for first semester only.
(2) Registered for second semester only.
..................Dam1
Total
58
.........................29
......................... 87
SOPHO
Almquist, James A. . . Sond Creek, Wis.
Anderson, Deloris A. . . . . . .Ogilvie
Anderson, Keith 0. .
. .Sacred Heart
Anderson, E. William . . . . Ashland, Wis.
Arneson, Suzanne M. . . . .Forgo, N. D.
Arvidson, Kenneth V. . . . .Rockford, 111.
Homme, Gloria (1)
. . .Minneapolis
Honebrink, Elsa M. . . . . Minneapolis
Honstad, Janet M. . . . . . . . . . . . . . . Bagley
Hovden, Robert A. . . . . . . . St. James
Hoversten, Thomas H. . . . . . ..Alden, Iowa
Hunt, Elaine H. . . . . . . Minneapolis
Barber, Robert E. . . . . .
Boxter, Gerald . . . . . .
Berg, Robert M. (1) . . .
Berkas, Theodore S. .
Berntson, Irving E.
..
Beyers, Jomes R. M. .
Boroos, J. Shermon .
Bullock, Richord W. ( 1 )
Jacobson, Doris M. . . . . . . . . . Racine
Jonsen, David G. . . . . . . . . . Minneapolis
Johnson, Ervin T. . . . . . . . . . .St. Paul
Johnson, Forolyn M. . . . . . . . .Malmo
Jorgensen, Beverly M. . . . . . . . . . Delano
Jorgensen, Dorothy L. (1) . . . . . . .St. Paul
.Saginow, Mich.
. . . .Robbinsdale
. . . . . . . St. Paul
. . . . . . Kenyon
. . ..Minneapolis
. . . . .Minneapolis
. . . . . . . .Dowson
. . . . .Minneapolis
Carlson, Ann C. . . . . . . Minneapolis
. .Clorkfield
Christensen, Orlo J. . .
Christianson, Mary J. . . . . Knapp, Wis.
. . . . . . . Brainerd
Conyers, LeRoy H.
Currey, Donald E. (2) . . . . . . . .Appleton
Dohl, Marilyne J. .
Dohl, Sylva M. . . .
Dickens, Clora M. .
Doerr, Wayne P. (2)
. . Glenburn, N. D.
. . . . . . . . .Wasem
. Harrisburg, S. D.
. . . . . Minneapolis
Emery, Curtis V. . . . . . . Minneapolis
Enstad, Luther W. . . . . .Grand Forks, N. D.
Erickson, George H.
Tacoma, Wash.
Erickson, Leland F. . . . . . . . . . . . . . .Morris
Glenwood
Ericbon, Rodney 0. J. .
Evovold, Charles A. . . . . . . Battle Lake
Everhort, Joan M. . . . . . .
Bagley
Field, Marvin W. . . . . . . .
McGregor
Fitch, Gory D. . . . . . . . .
Robbinsdale
Floistod, Dorothy M.. . . . ..Milwaukee, Wis.
Fowlds, Carol M. . . . . . . . . . . Glenwood
Fox, Mary Ann E. . . . . . . . . . .Minneapolis
Gennrich, Gretchen G.
. . . .Minneapolis
Gilbert, Verner L. . . . . . . . . . . . ..Barnum
Gimse, I. Shelby . . . . . . . . . . .Minot, N. D.
Giengdohl, Robert A. . . . . . . .Minneapolis
Greguson, Miriam E. . . . . . . . .Minneapolis
Hogen, Elizabeth G. . . . . . . . .Montevideo
Honggi, Glen 0. . . . . .. . . . . . . . ..St. Paul
Hanson, Neol E. . . . . . . .Fargo, N. D.
Haugen, Jomes S. . . . . . . . .Minneapolis
Hoynes, John W. . . . . . . . . . .Minneapolis
Helgaas, Margaret A. . . . . .Madison, S. D.
Hemingway, Jerome . . . . . . . . Minneapolis
Hendricks, Dean M. . . . . . . . . .Minneapolis
Herman, Robert M. . . . .. . . . . .Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
Kollmon, Ralph A. . . . . . . .Minneapolis
Kirchner, Robert J. . . . . . . .Farmington
Kunkel, Lucille M. . . . . . . . . Almena,
.
Wis.
Lorson, Richard Arthur . . . . . .Minneapolis
Lecander, Roger V. . . . . .Plum City, Wis.
Lee, Russell C. . . . . . . . . . . . . . . . . Fosston
Lockwood, Robert R. . . . . . . .Minneapolis
Lolond, Ruth L. . . . . . . . . . ..Seattle, Wash.
Lower, Corolyn E. . . . . . . . . . . .St. James
Lundin, Harvey A. . . . . . . . .Minneapolis
Meredith, Patricia J. . . . . . . . . . .Big Lake
Midthun, Betty A. . . . . Menomonie, Wis.
Moe, Donovan R. . . . . . . . . . . . . . Dawson
Moen, Ardell J. . . . . . . . . Hillsboro, N. D.
Mortensen, Elizobeth A. . . . . .Minneapolis
Moylan, Robert L. . . . . . .Spokane, Wash.
Mulen, Shirley A. . . . . . . . .Minneapolis
Munson, Christine C. . . . . . . . . . . .Atwater
Murins, Valdis . . . . . . . . . . . . .Hopkins
Nelson, Morlys E. . . . . . . . . . . Belgrode
Nerheim, Lawrence E. . . . . . .Minneapolis
Nevin, LeRoy E. . . . . . . Cumberland, Wis.
Nichols, James E. . . . . . . . . . .Minneapolis
Norby, Robert D. . . . . . . . . . . . .Appleton
Nordling, James B. . . . . Ishpeming, Mich.
Ohlin, Paul I. . . . . . . . . . . . . . .Minneapolis
Olsen, Mary H. . . . . . . . . . Minneapolis
Olson, Bernice A. . . . . . Thief River Falls
Olson, Laurence 0. . . . . . .Maple Pork, Ill.
Olson, R. Luther ........... .Minneapolis
Olson, Magne B. . . . . . . . . . . ..Minneapolis
Ose, Roger K. . . . . . . . .Thief River Falls
Overlund, Ervin K. . . . . . . ..Silverton, Ore.
Peorson, James K. . . . . . . . . . . . . . . .Askov
Pedersen, Virginia M. (2). . . . .Greenbush
Pederson, James L. . . . . . . . . . . Nye, Wis.
Pederson, Richard D. . . . . . .Minneapolis
Minneapolis
Petersen, Marilyn J. . . . .
Minneapolis
Peterson, Joyce A. . . . . . .
Pooler, Harold E. . . . . . . . Minneapolis
. . . . . . . . Bertha
. . . . . . . .McVille, N. D.
Quanbeck, Norman J.
Rowig, Bruce W.
Rudell, Violeite I. . . . .
. . . . .Minneapolis
Aniwa, Wis.
Thorpe, Mark C. . . . .
Thorson, Marilyn J. . . . . . . . .Minneapolis
.
Thorvig, Kathryn L.
. . . . Minneapolis
Urness, John L.
.Thief River Falls
Saastad, Jerrold A. .
Sarff, Donohue R. . . . -. . . . . . . .Palisade
Northwood, N. D.
Sather, Dayne W. .
Schoess, Alden J. . . . . . . . . .Minneapolis
Stanerson, Noomi . . . . . Estherville, lowa
Stensland, Arlen H.. . . . . .Portland, N. D.
. . .Buxton, N. D.
Stoa, Harold M. . . . .
Sunde, John P. . . . . . . . . . . .Minneapolis
Suther, Paul R. (1). . . . . . . . . . . .Cass Lake
Sylvester, lone L. . . . . . . . . . . . . . .Starbuck
. . . . . . . . . . . . . .Mclntosh
.
Tader, David L. . . . . . . . . . . . . . . .Staples
Thompson, Andrew . . . . .... .Minneapolis
Thompson, John T. . . . . . . . . . .Kandiyohi
Thompson, Norman E. . . . . .Leonard, N. D.
Tharpe, Glenn C. . . . . .. . . . . .Aniwa, Wis.
Vaagenes, Bonnie B. . . . . . . . .Minneapolis
Voeks, George H. . . . . . . . . . ..Minneapolis
Wahlstrorn, Vernon J. S.. . . . . . .Grasston
Warnes, Wanda E. . . . . . . . . . . . .Stephen
Wellington, Richard J. (1). . . . .Minneapolis
White, Merlin J. . . . . . . . . . . ..Minneapolis
Williams, Beverly A. . . . . . . . .Minneapolis
.
Ysteboe, Ruth 1. (2)
...
Fargo, N. D.
Men . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Women . . . . . . . . . . . . . . . . . . . . . . . 48
-
Total
.........................
131
FRESHMAN
Ahlness, Daniel E. . . . . . . . . . . . . .New Ulm
Almlie, Vernon E. . . . . . . . . . . . . . . . .Foley
Anderson, Duane F. . . . . . . . . .Minneapolis
Anderson, Dwight L. . . . . . . . . . . . . . Dassel
Anderson, Ellen M. . . . . . . . . . . . . . Hanska
Anderson, lvar C. (1) . . . . . . . .Minneapolis
Anderson, Laverne J. . . . . . . . .Zimmerman
Anderson, Lewis H. . . . . . . . . .Minneapolis
Anderson, Richard A. . . . . . . . . .Wayzata
Anfinsen, Arthur M., Jr.. . . . . . . . .Hopkins
Anklam, Robert D. . . . . . . . . . .Minneapolis
Arme, Donald A. (1) . . . . . . . .Minneapolis
Arrnstrong, James W. . . . . . . . . . . .St. Paul
Aronson, Donald W. . .Los Angeres, Calif.
Asplin, Myron T. (2) . . . . . . . . . . . . .Cokato
Asplin, Russell W. . . . . . . . . . . . . . . - Dassel
Baker, James G. (2). . . . . . . . .Minneapolis
Baker, Stanley B. . . . . . . . . . . .Minneapolis
Bartel, Henry P. . . . . . . . . . . . . .Hastings
Bebensee, Fred C. (2). . . . . . . . .Stanchfield
Beckman, James L. . . . . . . . . . . . . . .Waseca
Berg, Sidney D. . . . . . . . . . . . . .Minneapolis
Bergeland, Martin E. . . . . . . . . . . . . Dawson
Bergren, John C. . . . . . . . . . . .Minneapolis
Berndt, Donald R. . . . . . . . . . . .Robbinsdale
Bernier, Jack L. . . . . . . . . . . . . .Minneapolis
Berntsen, R. Maxine. . . . . .Escanaba, Mich.
Bockhaus, Mary G. (2). . . . . . . . . . .Mound
Bolstad, Kermit E. (1) . .Homestead, Mont.
Borman, Dennes L. ............ .Le Sueur
(1) Registered for first semester only.
(2) Registered for second semester only.
Borrevik, Kothleen M. . . . . . . . . . . . .Duluth
Bragg, James A. (1). . . . . . . . Chicago, Ill.
Braseth, Mary Ann . .
. .Amery, Wis.
Bredeken, Ronald D. . . . . . . . . . . Starbuck
.
Brodin, Arlen G. . . . . . . . . . Minneapolis
Brown, Con . . . . . . . . . . . . . . . . . . ..Crystal
Bueide, David H. . . . . . . . . . . . . .Willmar
Bullock, Robert L. . . . . . . . . . . .Minneapolis
Burke, Dorothy A.
. . . . . . ..Minneapolis
...
Carlson, Jerry D. . . .
Carlson, Roger A. . .
Carlson, Stanley C. . .
Carrelli, Robert A. . .
Christensen, Arlett P.
Christensen. Don E. .
Christensen, Larry J. . . . . . . . ..Minneapolis
Christensen, Marilyn A. (1). . . .Minneapolis
Christianson, ~ a r l o nC. . . . . . . . . . . Bagley
Christianson, Rita I. . . . . . . . . . . .Glenwood
Cook, James E. . . . . . . . . . . ., . Robbinsdale
Cruys, George H. . . . . . . . . . . Minneapolis
Dahl, Linnea M. . . . . . . . . Minneapolis
Dahlgren, Gerald N. (1) . . . .Minneapolis
Dale, Allen B. (1) . . . . . . St. Louis Pork
Dalland, John K. (2). . . . . . .. .Minneapolis
Dieken, Doris A. . . . . . .
. .Montevideo
Dumpys, Ruth M. . . . . . . . . . . . .Hutchinson
Egesdal, Sanford E. ( I ) . . . . . . . Elmore
Eichstadt, Harlen E. . . . . . . . . .Larnberton
Ellefson, Jon R. . . . . . . . . . . Minneapolis
West Concord
Emerson, Myron A. (2) .
Engelman, Fred B. . . . . . . . . . . . . . Clarissa
Erb, Ronald L . . . . . . . . . . . ..Lester Prairie
Erickson, Barbara M. . . . . . . . .Minneapolis
Erickson, Orin N. (2). . . . . . . . .Lake Lillian
Fahlin, Paul V. (1) . . . . . . . . . .Minneapolis
Faust, Daniel G.. . . . . . .Valley City, N. D.
Feig, Phillip S. (1) ... ...... .Minneapolis
Fering, Charles A. . . . . . . . . . . . Lamberton
Finnesgaard, Carl 0. ........... Kenyon
Flann, Douglas E. . . . .. . . . . . .Lake Lillian
Flockoi, Rolf A. (1).
. Bellingharn, Wash.
Fans, Grace 1. ..... ...... .Minneapolis
Franklin, Gary N. .... . . . . . . .Minneapolis
Frantz, John J. . . . . . . . . . . . .Minneapolis
Freedland, David A. . . . . . . . . . . .St. Paul
Garthwaite, Ronald G. . . . . . Rockford, Ill.
Geary, Wendell G. .......... Pemberton
Gibson, Bruce A. . . . . . . . . . . . Lamberton
Glasoe, James C. (1). . . . . . . .Minot, N. D.
Gorder, Harold J. ............. Starbudc
G r d , Marian C. ............. .Donnelly
Grant, Gaylord 0. . . . . . . . .Spring Grove
Grant, Gloria H. . . . . . .Cumberland, Wis.
Graus, Gilbert L. ........... .MeGregor
Grimtad, S a m ................Benson
Gryth, Marian J. ........ .Pembina, N. D.
Gutrmann, Edward C. (1) ...... .St. Paul
Hagen, Louise B. . . . . . . . . .Westby, Mont.
Halvorson, Gloria J. ..... ....... .Roseau
Hamberg,Glenn E. . . . . . . .Williston, N. D.
Hamre, Paul A. . . . . . . . . . . . .Mantevideo
Hansen, Warren R. ...... .Portland, Ore.
Hanson, A. Richard ..... . . . . . . .St. Paul
Hanson, Mary Ann (2). . . ......... Aitkin
Hanson, Sandra J. . . . . . . . . . .Minneapolis
Harris, Dave 0.. . . . . . . . . .. .Granite Falls
Herald, Darroll S. (2) . . . . .La Crosse, Wis.
Hofflander, Tom M. . . . . . . . . .Minneapolis
Holm, Marlys N. . . . . . . . . . . . .Minneapolis
Holmes ,Dean K. . . . . . . . . . .Cannon Falls
Holmgren, Charles G. (1). . . . . . . . St. Paul
Holstein, Rosemary A. ... . . . .Minneapolis
Homme, Donald W. . . . . . . . .Minneapolis
Hang, Raydon E. ....... . . .Roslyn, S. D.
Hushagen, Naomi R. A.. . . . . . . . . .Gonvick
.
Jensen, Donald N. . . . . . . . . . . .Minneapolis
Jeska Robert ................... Fosston
Johansen, Rosemarie ....... .Rockford, Ill.
Johanson, Eldri R. .. .Newman Grove, Neb.
Johnson, Aldemar E. . . . . . . . . . . .Mentor
Johnson, Eunice B. . . . . . . . . . .Minneapolis
Johnson, Jerome L. (2). . . . . . .Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
Johnson, Marshall D. . . . . . . .Middle River
Johnson, Mary E. .... . . . . . . . . . .Kenyan
Johnson, Priscilla M. . . . . . . . ..Minneuclpolis
Johnson, Ralph S. .... . . . . . . . . . . .Duluth
Johnson, Ronald B. (2) . . . ..Minneapolis
Johnson, Ronald C. . . . . . . . . .St.
. Paul
Johnson, Ruby L. . . . . .. . . . . Minneapolis
Johnson, Wayne C. . . . . . .
St. Paul
Josephson, Earl R. . . . . . . . . . . . . St. Paul
Kahl, Herman J. . . . . . . . . . . .Minneapolis
Keller, Lee E. . . . . . . . . . . . Neillsville, Wis.
Kelsey, Arthur R. . . . . . . . . . ..Minneapolis
Kennen, Bernard G. (1) ....... .St. Francis
Kjelstrom, Verna C. . . . . . . . ..Rugby, N. D.
Knapton, Shirley A. (2) .......... St. Paul
Knox, Philip S. . . . ............ Wayzata
Kolden, Lois J. .
. . . . . . .Portland, Ore.
Konsterlie, Esther T. ............ Willmar
Koplen, Charles F. . . . . . . . . . .Minneapolis
Krider, Richard D. . . - . . . . . . .Minneapolis
Kroshus, Tilford I.. . ... Valley City, N. D.
Kutz, Donald N. . . . ............ Braham
Kvamme, Bryniulv . . ....... .Voa, Norway
Lacis, Jake (2) ..... .New Richmond, Wis.
Laidig, Anneliese ............... Willmar
Lanning, James W. ......... .Minneapolis
Larson, Carol M. . . . . . . . . . . . .Minneapolis
Larson, Melvin W. . . . . . . . . . . .Minneapolis
Larson, Monroe 8. ............. .St. Paul
Larson, Patricia A. ..........Minneapolis
Larson, Richard Alvin . . . . . . . .Minneapolis
Laufenburger, Barbara A. . . . . . . . .Roseau
LaVictoire, Lawrence A. (1). .. .Minneapolis
Lind, Delano E. (2) . . . . . . . . . .Newfolden
Locke, Michael G. . . . . . . . . . . . . . .St. Paul
Lomness, Edward E. . . . . . . . . . . . . .Fosston
Ludvicksen, Joyce H. ..... .Partland, Ore.
Lumbar, Stanley L . . . . . . . . . . . . . . . . .Orr
Lundeen, Walter G. (2). . . . . . .Minneapolis
Mackey, Roger C. . . . . . . . . . ..Minneapolis
Manguson, Jean M. . . . . . . . . . . . . . . .Tracy
Manos, George M. . . . . . . . Minneapolis
Martin, Robert N. . . . .Valley Stream, N. Y.
Martinsen, John P.. . . . . .Menominee, Mich.
Matson, Norman R. ......... .Minneapolis
Mattison, David D. (1) ....... .Lamberton
Menken, Ruth 1E. . . . . . . . . . . . . . . . Litchfield
Mickelson, Thoris C. . . . . . . . . . . . . .Morris
Milbrandt, Janette C. C.. . . . . .Minneapolis
Miller, Kenneth E.. .... .Valley City, N. D.
Milton, Mary Lee . . . . . . . . . . . .Minneapolis
Mindrum, Gerald G. . . . . . . . .Minneapolis
Missling, Arlen H. . . . . . . . . . . . . . . . Jeffers
Moe, Erwin J. . . . . . . . . . . . . . .Minneapolis
Moren, Orval K. . . . . . . . . . . . . . . . .Mentor
Morris, Eugene . . . . . . . . . . . . .Minneapolis
Munson, Dale E. . . . . . . . . . . . .Robbinsdale
. . . . . . . .St. James
Munson, Howard E.
Munter, Marilyn I. . . . . . . . .Minneapolis
. . . . .Minneapolis
Murch, Constance H.
Nascene, Sheldon L. . . . . . . . . .Stanchfield
Nelson, Victor E. . . . . . . . . . . . . . Dalbo
Nelson, Wayne L. . . . . . . . .Marinette, Wis.
Norling, Jerry C. . . . . . . . . . . .Minneapolis
Norman, James A. . . . . . . .Minneapolis
Nyhus, Paul L. . . . . . . . Cumberland, Wis.
Ohlin, John L. . . . . . . . . . . . ..Minneapolis
Oie, Robert G. (2) . . . . . . . Robbinsdale
. . . . . .St. James
Olsen, Duane A. . . . .
Olsen, Vernon E. (2) . . . . L'Anse, Mich.
Olson, Beverly J. . . . . . . . . . . .Cottonwood
Olson, David W. . . . . . . . .. .New London
Olson, Eddie D. . . . . . . . . . Clearbrook
. . . .Minneapolis
Olson, Jeanette I. . . . .
Olson, Richard M. (1). . . . . .Minneapolis
Ose, Gaylen V. . . . . . . . Thief River Falls
Ose, Ray A. (2) . . . . . . . ..Thief River Falls
Paton, Richard J. . . . . . . . . . . .Minneopoiis
Pearson, Jean C. ........... .Minneapolis
Person, Paul R. . . . . . . . . . . . . Minneapolis
Peterson, Donald D. . . . . . . . . .Minneapolis
Peterson, W. Fred . . . . . . . . . . .Minneapolis
Peterson, Mike D. (1) . . . . . .Minneapolis
Pfeifer, LaReign A. . . . . . . . . . .Minneapolis
Phillips, Edythe A. . . . . . . . . . . . . .Excelsior
Plvmedahl, James D.. . . . . . . . .Robbinsdale
Porter, Janis R. . . . . . . . . . . . .Minneapolis
Prentice, Shirley M. . . . . . . . . .Minneapolis
Prevss, Gerhart L. (1). . . . . . . . Benson
. . . .Minneapolis
Rodintz, Rolland A. .
Rauner, Robert E. . . . . . . . . . Minneapolis
Reesnes, Alfred, Jr. (2). . . . . . Racine, Wis.
. . . Minneapolis
Reinke, Martin F. (2). .
Rogers, Monica J. . . . . . . . Minot, N. D.
Rokke, Robert J.
. . . . . . . ..Strandquist
Roufs, Kenneth L. (1). . . . . . . . .Minneapolis
Rust, Curtis V. . . . . . . . - . Harwood, N. D.
Sandberg, Janet L. . . . . . . .Minneapolis
Sother, Judith A. . . . . . . . . . .Donnelly
Schams, Ronald T. (2) . . .La Crose, Wis.
Schelen, John R. . . . . . . . . . . . ..St. Paul
Schoes, Marilyn E. . . . . . . . Minneapolis
Schuelein, Marlys A. . . . . . . . Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
Seaver, Roy E. (1) . . . . Minneapolis
Serstock, Emanuel A. . . . . . . ..Minneapolis
Shelstad, Roger E. . . . . . . . . . . . . .Doran
Sherry, Richard J. . . . . . . . . .Westby, Wis.
Sideen, Wesley T. (1). . . . . . . . . .St. Paul
Skaar, Donald L. . . . . . . . . . .Rockford, Ill.
Skovholt, Verna J. . . . . . . Mooreton, N. D.
Smedstad, Carol A. . . . . . . . . . . . . .Morris
Snider, Neal E. . . . . . . . .Pembina, N. D.
Sorenson, Norma J. . . . . . . . . Ekva, Wis.
Sorenson, Peggy-Joyce . . . . Minneapolis
Sortland, Eunice E. . . . . . . ..Minneapolis
Staff, Clarice A. . . . . . Bismarck, N. D.
Steenbsrg, Thomas A. . . . . . ..Circle Pines
Stewart, Williom H. (1)
. . . .Minneapolis
Svalstad, Theora J. . . . . . . .Sisseton, S. D.
Swenson, Darwin W. . . . . .Lake Lillian
Swiggum, Daniel R. . . . . . . . . . . Utica
Stenberg, Robert F. (2). . . . ..Rockford, Ill.
. . . . . .Minneapolis
Tatting, Jean F. .
Thompson, Theodore T. . . . . .Minneapolis
Thorbeck, Duane E. . . . . . . . . . . . .b g l e y
Tollefson, Connie L. . . . . . ..Minneapolis
Tollefson, Lorraine G.. . Osnabrock, N. D.
Trelstad, Gordon A. . . . . . . . . .Minneapolis
Turner, Gary E. . . . . . . . . . Minneapoiis
Tweet, Swanhild T. . . . . . .Tunbridge, N. D.
Velde, Ellayne T. . . . . . . . .Granite Falls
Vevle, Richard H. . . . . . . ..Minneapolis
Vollmer, Howard R. . . . . . . . . . .St. Paul
Wahlberg, Arden G. (2). . . . . .Minneapolis
Wareberg, S. Dawn . . . . . . . .Polson, Mont.
Warme, Tom M. . . . . . . . . . .Minneapolis
Waznak, Arnold H. . . . .Jarnestown, N. Y.
Weigle, Eugene D. (2) . . . . . . .Minneapolis
Welckle, John E. . . . . . . . . . . . .Wood Lake
Westby, Allan J. (1) . . . . . .Minneapolis
Westerlund, Robert C. (2). . . . . . . . Braham
Weston, David M. . . . . . . . . . .Minneapolis
Wiegers, Gloria C. M. . . . . . . .Sauk Centre
Willing, Darrel K. . . . . . . . . . . . .Rochester
Windahl. Naomi J. (1) ..... .Fergus Falls
Wolhowe, Richard L. . . . . . . . . . . . . . Bagley
Wright, Richard T. . . . . . . . . . . . . . . Waseca
Zakariasen, Lloyd A. (2) . . . . . . . .Excelsior
Zoebisch, Harold L. (1) . . . . . .Minneapolis
Men . .
Women
Total
. . . . . . . . . . . . . . . .188
. . . . . . . . . . . . . . . . . . . . . 74
...........
-. . . . 262
SPECIAL AND UNCLASSIFIED
Aiken. Frank L.. Jr.. . . . . . .Bradenton, Fla.
Ario, Frank L. . . . . . . . . . . . .Minneapolis
Bergstrand, Dolores Y. (2) . . .Minneapolis
Boomgarden, Irene (2) . . . . . .Minneapolis
Bratberg, Elva L. (1). . . . . . .Holmen, Wis.
Manthie, Russell ( 1 )
Martinsen, Ralph W. (2)
Meier, Thurlough F. L. (2)
ill^^, james
W. (2). . . . . .
~
~~
~l W.
Bucyrus,
~~
l ~ N.
d D. ,
~~
Carlson, Erland E. (2). . . . . . . . .St. Paul
Caviness, David C. . . . . . . . . .Minneapolis
Coltvet, Helen (2) . . . . . .Duncombe, Iowa
Cummings. Frank W. (1) Atlantic City, N. J.
paulson, philip H.
Dahlen, Richard J. . . . . . . . . . Minneapolis
Deem, Darlyne G.. . . .Medicine Lake, Mont.
keichstadt, ~
l H. ~. . ~
Rundquist, Bertil G. (1)
. . . .Pardeeville, Wis.
Fenske, Delmour W.
Gohrick, J a n e E. (1). . . . . Shelton, Wash.
Hafstad, Wallace L. . . . . . . . . . . kiawley
Hegge, Hjalmer M. (1). . . Williston, N. D.
Hibbard, Gerald C. (1). . . . .Minneapolis
Okan, ROY C. (1).
oudol, Yvonne M.
.
Minneapolis
d. .Center City
, Minneapolis
,. .
Minneapolis
Chicago, Ill.
Siegel, David
Sigle, Clara 0.
Thompson. Agnes E. . . . .
.Minneapolis
Thompson, Glenn K. . . . . . .Minneapolis
.
.
Thorson, Arthur W.
New Brighton
Thorud, Richard A. . . . . . . . . Minneapolis
Tinseth, Leslie J. (1) . . . . . . . . . . .C~rus
Jacobsen, Gilbert N. . . . . . . .Minneapolis
Jacobson, Luther H. . . . . . . .Minneapolis
Johnson, Beryl R. . . . . . .~ i ~ n e a p o l iUndseth,
~
Marvin S. . . .
Johnson, Ina M. ( I ) . . . . . . .Osakis
Voeks, Mildred L. (2) . . .
Kallevig, Lloyd C. (1). .
Willmar
Larson, Robert C. (1)
..
Robbinsdale
Magnuson, Albert C.
....
Minneapolis
..Minneapolis
.
Minneapolis
Men . .
Women
. . . . . . . . . . . . . . . . . . . . 30
..................
12
Total . . . . . . . . . . . . . . . . - 42
JUNIOR STUDENT NURSES (1)
Andrews, Carole F. . . . . .Annandale
. .Hallock
Axelson, Evangeline L
Grand Marais
Bocklund, Elizabeth A. .
Superior, Wis.
Barbo, Betty A. . . . .
Bruss, Joan E. . . . . . . . . . . . . . ..Echo
Carlson, Darlene L.
Duis, Elaine E.
Strandquist
..
Waseca
. . . ,Winger
Flermoen, DeLois C.
Herald, Berdine L. .
Horton, Barbara A.
Jacobson, Melba L.
Johnson, Esther M.
. . . .
..
.
..
La Crosse, Wis.
. Minneapolis
. . . . .Sebeka
Viroqual Wis.
(1) Registered for first semester only.
(2) Registered for second semester only.
. . .Minneapolis
Langford, Phyllis A.
Larsen, Jane E. . . . . . . La Crosse, Wis.
Larsen, Janet E. . . . . . La Crosse, Wis.
0krina, ~~~l~~
E. . . . . . . .
olson,~~~l~~
J. . . . . .
Schauer, Carol F. . .
Shultz, Joan C. . . . .
Stenseth, Claudine M.
Tollefson, Junice K.
veitch, b r b a r a L.
Vik, Margaret A.
. .
Cottonwood
. . . . . .Canby
. . . . . . . .Waseca
.
Spokane, Wash.
.Wallace, S. D.
...
.L'Anse, Mich.
...-..
Wagner, lone M. . . . . . . . . . . . . . .Badger
Wickman, Betty J. . . . , .Marineite, Wis.
St. Paul
Wolff, Joan A. . . . . .. . . . .
-
Total
. . . . . . . .
26
FRESHMAN STUDENT NURSES (1)
Adelsman, Barbara J..
. . . . . Fergus Falls
Anderson, Lenore J.. . . . .Forest City, Iowa
Arndt, Marlene D. . . . . . . . . . . . .Granada
Herman, Marilyn K. . . . . . . . . . . . .Wayzata
Hoff, Yvonne . . . . . . . . . . . . . . .Underwood
Hurlbert, Betty J. . . . . . . . . . . . . . . Bemidji
Backstrom, Rita I. . . . . . . . . . . Moorhead
Bahls, Shirley M. . . . . . . .
. . . . . Huntley
Balstad, Gelene E. . . . . . . . . . . . . .Winger
Baumann, Clarice A. . . . . . . . . . .Le Sueur
Bensend, Mary B. . . . .
. Dallas, Wis.
Benson, Corrine C. . . . . .. .ClarMield
Bergin, Marilyn M. . . . . . . .Minneapolis
Bergsrud, Annabelle E. . . . . . . . .Winona
Birkeland, Ruth A. . . . . . . . . New Brighton
Bjonerud, Ruth J. . . . . . . . . . Calmar, lowa
Borgen, Joan M. . . . . . . . . .. . . . .Chatfield
Bucher, Carol J. . . . . . . . . . . . . .Zumbrota
Buller, Lois A. . . . . . . . . . . . . Hendricks
Burandt, Donna J. . . . . . .. . . . ..Mound
Burmeister, Lorraine A. . . . . . .Brook Park
Burzlaff, Mary J. . . . . . . . . . .Faribault
Butler, Carol J. . . . . . . . . . . . . .Minneapolis
Iverson, Ellenetta
Carlstrom, Nancy A.. .New Richmond,
Carson, Florence E. . . . . . . . .Leland,
Christiansen, Alta J.. . . . . . . . .Fergus
Cutsforth, Carol S. . . . . . . . . .Chetek,
Denison, Rosella J.
Driessen, LaVon M.
Wis.
Iowa
Falls
Wis.
. . . . . . . Minneapolis
. . . . . . . . Faribault
.
Ebens, Shirley L. . . . . . . . . . .Rockford, Ill.
Ekstrom, Florence E. . . . . . . . . . . . Chaska
Emch, June R. . . . . . . . . . . . . . . . . Aitkin
Erickson, Elaine G. . . . . Fairdale, N. D.
Erickson, Elaine L. ,
. .Monmouth, Ill.
Evenson, M. Elaine
. . Wallace, S. D.
Fagerstrom, Arleen R. . . . . . . .Radium
Fancher, Beverly L. . . . . Minneapolis
Fehrs, Joanne E. . . . . . . . . . .Willow River
Fennie, Delores J. . . . . . . . . . . . . . . . Kenyon
Frauendienst, Virgene C.
. . .Brownton
Fuller, Laurel J. . . . . . . . . . .Monkato
Gangestand, Thelma 1. .Eagle Grove, lowa
Geschwind, Marlene A.
. . . .Sleepy Eye
Gilbertson, Dorothy E. . . Thief River Falls
Hanson, Carol D. . . . . . . . . . . . . . .St. Peter
Hanson, Janet E. . . . . . . . . . . .Chisago City
Hanson, Lois J.. ........ .Thief River Falls
Hark, Barbara A. . . . . .Menominee, Mich.
Hendricksen, Ruth M. . . . . .Minneapolis
Hendrickson, Geraldine H. Eau Claire, Wis.
Henke, Naomi D.. . . . . . . . . . ..Wood Lake
Herberg, Jane E. . . . . . . . . . . . . .Monkat0
(1) Registered for first semester only.
. . . . . . . . Decorah,
Iowa
Jacobsen, Carol M. . . . . . . .Minneapolis
Johnson, Gladys M. . . . . . . . . . . .Sandstone
Johnson, Lucille C.. . . . . . .Stockholm, Wis.
Johnson, Phyllis M. . . . . . . . . . . . . . .Russell
Johnson, Thelma M. . . . . . . . . . .Faribault
Judd, Joyce L . . . . . . . . . . . . .D-n
.
Jurgens, Shirley J. . . . . . . . . . . . .James
Kirkpatrick, Helen L. . . . . . . . . . . . . .Olivia
Kittleson, Olive E. . . . . . . . . . . . . Louisburg
Klukken, Ruth E. . . . . . . . . . . . . . .Osakis
Kriese, Shirley H. . . . . . . . . . . . . ..Madison
Lamson, Katherine L. . . . . . . . . . . .St. Paul
Larson, Jenean M. . . . . . . ... .Minneapolis
Lindholm, Lorraine H. . . ..... .Ortonville
Lindrothe, Carol A. . . . . .. . . .Minneapolis
Lodien, Jean L. . . . . . . . . ........ .Isanti
Lundberg, Shirley J.. . . . .Berasford, S. D.
Lundell, Janice J. . . . . . . . . . . . . . . Wadena
Luxhen, Romona S. . . . . . ........ Benson
Luttmann, Jwnne M. . . . . ........ Frazee
McGinnis, Catherine F..Albuquerque, N. M.
Redfield, S. D.
Mager, Delvonna C. . . . .
Melvie, Lorraine E. . . . . . . . . . .Viking
Meyer, Terryl A. . . . . . . . . . . . . . .Fairmont
Miller, Marcia R. . . .
Grantsburg, Wis.
Molzen, Cleone J. . . . . . ..Le Mars, Iowa
. . . . . . . . Benson
Mortenson, Marjorie A.
Moss, Mardella N. . . . . . . . . . . . . . ..Isle
Nelson, Marian B. . . . . . . . . . Underwood
.
Nepsund, Marlys J. . . . . . . . Paynesville
, .Pennington
Neuman, Loris E. . .
Nibbe, Arlene M. . . . . . . . . . . . . .Ormsby
Nordby, Janet C. . . . . . . . . . . . .Ada
. . . . . .Bagley
Norley, Clarice R. .
Minneapolis
Norstrom, Shirley A. . .
. . . . . .Siren
Nyberg, Joan M. . .
Olson, Diane E. . . . . . . . . .
.Greenbush
Olson, Marya M. . . . . . . . . . .Farmington
.
.
.
.
.
.
.
.
.
.
.
.
.
. . . . .Ada
Olson, Sonia L.
Pedersen, Hildegarde S.. . . . . . . .Wyoming
Pederson, Marian G. . . . . . . . . . ..Fertile
Peterson, Janice L. . . . . . . . . . . .St. James
Plahn, Joan C. . . . . . . . . . . ..Hudson, Wis.
Pottsmith, Mary E. . . . . . . . .Sturgeon Lake
Raduenz, Janice B.
Rancore, Dorothy C.
....
.Lucan
. . . . . . . Blackduck
Raudio, Helen A. . . . . . . . . . . . . . . .Warba
Rauner, Kathryn M. . . . . . . . .Minneapolis
R
~ jane
~ E. ~. . .~ . . , . M~~ b k e
RUS~, Judith R. . . . . . . . . . . . ..sourn
Sandvig, Helen A.. . . . - . ..Hudson, S. D.
Satrang, Joan K.. . . . . . . . . .Britton. S. D.
Seemann, Johanna L. . . . . . . .Courtland
. . . . . .Willmar
Selseth, Ruth E. . . . . .
Skaaden, Ruth E. . . . . .S.~ r i n aGrove
Snustad, Margaret . .
. , , Winger
Stake, Carolyn N. . . . . . . .'Cambrid,ge
Steen, H. Gael ...
. . 'SuperiOrf Wis'
Stone, Glorio A. . .
Strandell, June E. .
..............Zumbrota
. .Warren
Sugg, Joan M. . . . .
. . .Ladysmith'
Sullivan, Mortha I. . . . . . . . .Springfield
Swedberg, Janet M.
. . . . . . . .La Moille
. . . . . . Fergus
.
Falls
Swenson, Marlys G..
-
.Lake Mills. Iowa
Thompson, Darlene M.
Thureen, Elaine A. . . . . . . . . Grand Forks
Tykeson, Jewel1 F. . . . . . . . . . .Kennedy
Uleberg, Janet A.
Ullestad, Mavis B.
. . . . . . . . . . . . .Madelia
.
Van Diest, Frances L..
.
.
Leland, Iowa
. . . . . . St. Cloud
Walthall, Betty K.. . . . . . .Iowa Falls, Iowa
Weidert, Erma E. . . . . . . . ..Eden Valley
Wendt, Jane D. . . . . . . . . . . .Minneapolis
Wennerblom, Shirley A. . . . . . .Minneapolis
Werp, Elaine A. . . . . . . . . . . . .Minneapolis
Wold, Marilyn J. . . . . . . . . . . .Underwood
Totol
. . . . . . . . . . . . . . . . . . 129
GRADUATES 1953
SEMINARY
With the degree of Bachelor of Theology
Edinburg, N. D.
Berntson, Gordon N.. . .
Carlsen, Erling N. . . . . . . . . . Minneapolis
Huglen, Raynard 0.J. . . . . . . .Newfolden
Jergenson, Arnold 0. . . . . . . . . . . Donnelly
Oscarson, Elder W.. . . . . . . . . . Fergus Falls
Sortland, Allan B.. . . . . . . .Fargo, N. D.
Tollefson, Harold 0.. Osnabrock, N. D.
With the degree of Graduate in Theology
Jystad, Torgney B. . . . . . . . . .Wanamingo
Mayer, Henry A.. . . . . . . . . .West St. Paul
Peterson, James E. . . . . . . . ..Minneapolis
Schafer, Harold R.
Wessington Springs, S. D.
Sevig, Palmer E.. . . . . . . . . . . .Minot, N. D.
COLLEGE
With the degree of Bachelor of Arts
Carlson, Erland E. . . . . . . . . St. Paul
Aaskov, Ruth Lucille
Cumberland Center, Maine
Alfsen, Thomas Charles . . . . . . . .Rochester
Amdahl, Oliver D.. . . . . . . .Flandreau, S. D.
Anderson, Roger Vincent. . . . . . . . .St. Paul
Baker, Eleanor Marie. . . . .Spokane, Wash.
Becklin, Joyce L. . . . . . . . . . . . . .Combridge
Benson, Stanley G. . . . . . . . . . .Minneapolis
Berntson, Rudolph E.. . . . Edinburg, N. D.
Bobendrier, Jeanne M. . . . . Minneapolis
Bodin, C. Allan . . . . . . . . . . . Minneapolis
Carlsen, Beverly Nystuen . . . . . Minneapolis
Corlsen, Glenn T.. . . . . . . . Minneapolis
Corlstedt, Faith E. . . . . . . . . .Finlayson
Carlstedt, Rhoda Lois . . . . . . . . .Finlayson
Christensen, Duane J. . . . .Kenmare, N. D.
Christina, Joseph . . . . . . .Minneapolis
Cleary, Joseph J. . . . . . . . .New Brighton
Cummings, Frank ... .Atlantic Cily, N. J.
Danielson, H. Emmett . . . . . . . . Watertown
Deem, Darlyne G.. . . .Medicine Lake, Mont.
Dickhart, Daniel A. . . . . . . . . . .Minneapolis
Dillon, Donald V. . . . . . . . . . . .Minneapolis
Dixen, Arvid Daniel . . . . . . . . .Minneapolis
Dorn, Arthur W. . . . . . . . . . . . .Minneapolis
Dorn, Roy V. .............. .Minneapolis
Drury, Thomas . . . . . . . . . . . . . .Minneapolis
Eckhoff, Joyce Jorgensen ......... .Delano
Egeberg, Herman . . . . . . . . . . .Minneapolis
Elness, Marilyn E.. .......... Fargo, N. D.
Emerson, Robert Charles . . . . .Minneapolis
Engseth, Jerome Martin. ........ Wayzata
Evenson, Robert A. . . . . . . . . . . . . . .Hanska
Fairbanks, Leland L. . . . . . . . . . . .Harmony
Fenske, Delmour . . . . . . . .Pardeeville, Wis.
Fox, Curtis Andrew . . . . . . . . . .Minneapolis
Frosig, Kristian Vester ....... .Minneapolis
Giesdahl, Alice Elaine. . . . . . . .Minneapolis
Gwdrich, Quentin Allan .... .Minneapolis
Grender, Carol Handahl . . . . . . . . .St. Paul
Gustofson, Charles Richard. . . .Minneapolis
. . . . . . . . .Zimmerman
Hagen, Marvin L.
Halling, Lloyd L. . . . . . . . . . . . .Minneapolis
Hamre, James S. . . . . . . . . . . . .Montevideo
Hansen, Clarence C. ........ .Minneapolis
Hegge, Hjalmer Martin.. ..Williston, N. D.
Hill, Lorne H. ............ .Veblen, S. D.
Hodne, Richard Haldor
.Minneapolis
Hokanson, Betty M. . . . . . . . . . . . Butterfield
Hushagen, Berton R. ........ .Minneapolis
....
Jacobsen, Alice Amelia. . . .Thief River Falls
Jensen, Sherman R. . . . . . . . . . . . .St. Paul
Johnson, Arlan Kenneth, Grand Forks, N. D.
Johnson, James Lyle . . . . . . . . . . . . Kenyon
Johnson, Joan M. M. . . . . . . . .Minneapolis
Johnson, Norman Francis. . . . . .Formington
Johnson, Roger A. . . . . . . . . . .Minneapolis
Kirchoff, Ralph Mirlen
. . . . . . .Minneapolis
Lapham, Dean L. . . . . . . . . . . . . . .Le Sueur
Lingen, John Russell
.Minneapolis
Loh, Ellen . . . . . . . . . . . . . .Formosa, China
Lundeen, Donovan T. . . . . . . . .Minneapolis
Lundgren, David Dean
.Minneapolis
........
......
.....St.
Parizek, Gloria Mae . . . . . . . .Minot, N. D.
Patana, R. Raymond J.. .Crystal Falls, Mich.
Pearson, Howard Erwin . . . . . .Minneapolis
Pearson, Richard Leroy . . . . . .Minneapolis
Peterson, Harold Everett . . . . .Minneapolis
Petterson, Leroy M.. . . . .Drummond, Mont.
Quanbeck, Kent B. . . . . . . . .McVille, N. D.
Radde, Leon R. . . . . . . . . . . . . .Minneapolis
Razook, Patricia R.. . . . . . . . . .Rugby, N. D.
Reimer, Donald James. . . . . .Mountain Lake
Rimmereid, Arthur V.. .New Rockford, N. D.
Ringstad, Ruth J. . . . . . . . .Escanaba, Mich.
Rykken, David A. . . . . . . . . . . . . . . .Roseau
Schultz, C. Arthur.. . . . . . .Spokane, Wash.
Sigler, Fred C. . . . . . . . . . . . . .Minneapolis
Silrum, Edwin 0. . . . . . . . . . . .Minneapolis
Silverstein, Richard Stanley.. . . . . .St. Paul
Skogsbergh, Samuel P. . . . . . .Minneapolis
Steineke, Donald Duane. . . . . .Moose Lake
Stenoien, Vernon S. . . . . . . . . .Minneapolis
Stensland, Donald E. . . . . .Portland, N. D.
Straiton, Thomas Paul. . . . . . . .Minneapolis
Strommen, Dorothy M.. Blanchardville, Wis.
Tamm, William C. . . . . . . . . . .Minneapolis
Thompson, Carol Joyce.. . . . .Binford, N. D.
Tuff, Harry Airth.. . . . . . . . . .Rugby, N. D.
Unruh, Peter D., Jr.. . . . . . . .Mountain Lake
Valtinson, Joseph Olai, Jr.. . . . .DeKalb, Ill.
Vetvick, Leo B. . . . . . . . . . . . . .Minneapolis
Vik, Phyllis June . . . . . . . . . .Wauboy, S. D.
Werts, Harold Glenn . . . . . . . .Minneapolis
Wilson, Woodrow W. . . . . . . . .Minneapolis
Youngquist, Edmund R. . . . . . . . . . . Bolaton
Manger, Elizabeth J.. . . . . . . .Wilmette, Ill.
Mattson, Harold S. . . . . . . . . . . . . .Hoffman
Nofer, Herman Frederick, Jr.
Olson, Harry Edwin, Jr.. . . . . .Minneapolis
Olson, Howard . . . . . . . . . . . . . . . . . Winger
Oren, Donald Gerald . . . . . . . . . . .St. Paul
Oscarson, Rhoda Knutson . . . . . .Minneapolis
Ostrem, Gloria Ruth . . . . . . . . . Joliet, Ill.
Oudal, Wilmer Jayson . . . . . . .Minneapolis
Paul
Ohno, Tom Tomeo . . . . . . . . . .Minneapolis
Ollila, Douglas J. ....... lshpeming, Mich.
Zustiak, Mildred Ruth
.......Minneapolis
Men . . . . . . . . . . . . . . . . . . . . . . . . .
Women . . . . . . . . . . . . . . . . . . . . . .
Total
82
26
-
. . . . . . . . . . . . . . . . . 108
ENROLLMENT SUMMARY 1953-1954
FIRST SEMESTER
SEMINARY
. . . . . . . . . . .
Men Students . . . . . .
.
.
Women Students . . . . . . . . . . .
Total
..
.
28
1
. . . . .
.
. . . .
-
........
COLLEGE
Men Students . .
Women Students
........
........
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . .
.
SECOND SEMESTER
SEMINARY
Men Students ...................................................
Women Students .......................................
..
Totol
30
.
......................................................
-1
COLLEGE
Men Students
Women Students
Total
367
................................................
..........................
.
.
186
-
..........................
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
584
-0
584
TOTAL ENROLLMENT 1953- 1954
SEMINARY
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
1
........................................................
COLLEGE
Men Students .........................
.................
Women Students ................................................
Total
30
.....................................................
414
..
351
-
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . .
765
796
2
SUMMARY OF GRADUATES
SEMINARY
................................
.
Total
,
,
-
..
, ,
, . . - - -
.............
COLLEGE
, , , ,
- -
. . . . . . . . .
........................
Total
.........
Total Graduates
...
INDEX
Page
Academic. Administration ........... 44
Amunts. Payments of .............. 16
Accreditation ................... .2. 20
Admission. College ................ 44
Admission. Seminary ............... 103
Administration ....................
5
Administrative Staff . . . . . . . . . . . . . . .
6
Aims. Fundamental ................
17
Alumni Association. The ............ 20
Archives. The . . . . . . . . . . . . . . . . . . . . 22
Art . . . . . . . . . . . . . . . . . . . . . . . . . . . 80. 93
Athletics . . . . . . . . . . . . . . . . . . . . . . .35. 36
Attendance. Chapel . . . . . . . . . . . . . . . 30
Attendance. Class . . . . . . . . . . . . . . . . . 48
AudieVisual Education . . . . . . . . . . . . . 23
Awards . . . . . . . . . . . . . . . . . . . . . . . . . 39
Band ........................ .34,
Biology. Department of . . . . . . . . . . .
Board of Trustees . . . . . . . . . . . . . . . . .
Buildings . . . . . . . . . . . . . . . . . . . . . . . . .
Business Administration. Curriculum . .
Business Administration. Economics. and
Secretarial Studies. Department of . .
79
95
5
20
56
89
Calendar . . . . . . . . . . . . . . . . . . . . . . . . 4
Cancellation . . . . . . . . . . . . . . . . . . . . . . 47
Chapel Service. The . . . . . . . . . . . . . . . 30
Chemistry . . . . . . . . . . . . . . . . . . . . . . . . 97
Choir . . . . . . . . . . . . . . . . . . . . . . . . .34, 79
Choral Club . . . . . . . . . . . . . . . . . . . .34, 79
Christian Education and Sociology . . . . 110
Christian Environment . . . . . . . . . . . . . . 30
Church History (Seminary) . . . . . . . . . 108
Classical Languages, Department of . . . 68
Classification . . . . . . . . . . . . . . . . . . . . . 47
Classwork, Amount of . . . . . . . . . . . . . 46
Clubs . . . . . . . . . . . . . . . . . . . . . . . . . 33-39
College, Augsburg . . . . . . . . . . . . . . . . 44
College Students (1953-1954) . . . . . . . 112
committees of the Faculty . . . . . . . . . . . 6
Conditions . . . . . . . . . . . . . . . . . . . . . . . 49
Contents. Table of . . . . . . . . . . . . . . . 3
Convocation . . . . . . . . . . . . . . . . . . . . . 3 1
Counseling . . . . . . . . . . . . . . . . . . . . . . . 41
Course Fees . . . . . . . . . . . . . . . . . . . . . . 25
Courses of Study. College . . . . . . . . . 64
Credits . . . . . . . . . . . . . . . . . . . . . . ..46. 52
Cultural Opportunities . . . . . . . . . . . . . 31
Curriculums . . . . . . . . . . . . . . . . . . . . . 53
Debate ond Oratory . . . . . . . . . . .34. 73
Degree. Bachelor of Arts . . . . . . . . . . . 50
Dentistry. Pre-Dental Courses . . . . . . . . 58
Diaconate . . . . . . . . . . . . . . . . . . . . . . . . 62
Dining Hall . . . . . . . . . . . . . . . . . . . . . . 42
Discipline . . . . . . . . . . . . . . . . . . . . . . . . 31
Distinction, Degree with . . . . . . . . . . . . 52
Divisional Organization . . . . . . . . . . . . 6 3
Drama . . . . . . . . . . . . . . . . . . . . . . . .34, 73
Economics . . . . . . . . . . . . . . . . . . . . . . . . 89
Education, Department of Psycholm
and . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Education01 Plant . . . . . . . . . . . . . . . . . 20Electives . . . . . . . . . . . . . . . . . . . . . . . . . 51
Elimination of Students . . . . . . . . . . . . 4 7
Employment Service . . . . . . . . . . . . .W,
43
Engineering, Pre-Engineering Courses . . 60
English, Department of . . . . . . . . . . . . 69.
English, Proficiency . . . . . . . . . . . . . . . . 52
Enrollment Summary . . . . . . . . . . . . . . . 123
Entrance Requirements, College . . . . . 44
Evening School . . . . . . . . . . . . . . . . . . . 25
Examinations, Comprehensive . . . . . . . . 49.
Examinations, Rules . . . . . . . . . . . . .48, 49
Expenses, Student . . . . . ..24, 25, 26, 104
Faculty. The . . . . . . . . . . . . . . . . . . . . . . 7
Fees . . . . . . . . . . . . . . . . . . . . . .24. 25. 26
Financial Information . . . . . . . . . .
Financial Support and Control . .
Food Service . . . . . . . . . . . . . . . . .
Foundation. Augsburg . . . . . . . . . .
French . . . . . . . . . . . . . . . . . . . . . .
Fundamental Aims . . . . . . . . . . . . .
General Information . . . . . . . . . . .
German. Department of . . . . . . . .
Grade Values . . . . . . . . . . . . . . . .
Graduate Study . . . . . . . . . . . . . . .
Graduates 1953 . . . . . . . . . . . . . .
Graduates (1870.1953). Summary
Graduation Requirements. College
Greek . . . . . . . . . . . . . . . . . . . . . . .
Health and Physical Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 100
Health Service . . . . . . . . . . . . . . . . . . . 42
Hebrew . . . . . . . . . . . . . . . . . . . . . . 69. 106
High School Teaching. Curriculum . . . . 55
Historical Sketch . . . . . . . . . . . . . . . . . . 15
History and Political Science. Department of . . . . . . . . . . . . . . . . . . . . . . . 81
Home Economics. Department of . . . . . . 92
Home Economics. Vocations in . . . . . . . 57
Homiletics . . . . . . . . . . . . . . . . . . . . . . . . 109
Honor Points . . . . . . . . . . . . . . . . . . . . . 52'
Honors . . . . . . . . . . . . . . . . . . . . . . .39. 5 2
Hospital Affiliation . . . . . . . . . . . . . . . . 23
Housing
. . . . . . . . . . . . . . . . . . . . . 41
Page
. . . . 68
lncompletes . . . . . . . . . . . . . . . . . . .49
Journalism . . . . . . . . . . . . . . . . . . . . . .72
Lower Division Requirements . . . . . .
Humanities. Division of the
Laboratories . . . . . . . . . . . . . . . . . . . .
Latin . . . . . . . . . . . . . . . . . . . . . . . . .
Law. Pre-Law Courses . . . . . . . . . . .
Library . . . . . . . . . . . . . . . . . . . .
.
. .
Library Science . . . . . . . . . . . . . . . . .
Loan Funds . . . . . . . . . . . . . . . . . . . .
Location . . . . . . . . . . . . . . . . .
15.
Majors . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Mothemotics. Department of ........ 99
Medical St& . . . . . . . . . . . . . . . . . . . . . 6
Medical Technology . . . . . . . . . . . . .23. 59
Medicine. Pre-Medic Courses . . . . . . . . 61
Membership in Educational Associations 20
Ministry. Preparation for the . . . .53. 103
Minors . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Missionary Work. Preparation for . . . . 54
Museum. The . . . . . . . . . . . . . . . . . . . . . 21
Music. Department of . . . . . . . . . . . . . . 77
Music Fees . . . . . . . . . . . . . . . . . . . . . . . 25
Music. Organizations . . . . . . . . .34. 35. 79
Natural Sciences and Mathematics.
Division of ..................... 95
New Testament (Seminary) . . . . . . . . . 107
Norwegian. Courses in . . . . . . . . . . . . 75
Nursing. Pre-Nursing Courses . . . . . . . 58
Nursing. Affiliation with Schools of .23. 59
Old Testament (Seminary) . . . . . . . . 106
.
Oratory . . . . . . . . . . . . . . . . . . . 34. 73
Organ . . . . . . . . . . . . . . . . . . . . . . . .80
Organizations. Student . . . . . . . . . -32-39
Orientation . . . . . . . . . . . . . . . . . . . .40. 86
Parish Work. Preparation for . . . . . . . 54
Pastoral Theology . . . . . . . . . . . . . . . 109
Payment of Accounts . . . . . . . . . . . . . . 26
Personnel Services. Student . . . . . . . . 40
Philosophy. Department of . . . . . . . . . . 66
Physical Education. Department of
Health and .................... 100
Physical Sciences. Department of . . . . . 96
Physics . . . . . . . . . . . . . . . . . . . . . . . . . 98
Piano . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Placement Service for Graduates . . . . 43
Political Science . . . . . . . . . . . . . . . . . . . 82
Polity. Worship. and Parish Work . . . . 110
Practical Theology . . . . . . . . . . . . . . . -109
Pre-Seminary Curriculum . . . . . . . .53. 103
Prizes. Scholarships and . . . . . . . . . . . . 28
Probation . . . . . . . . . . . . . . . . . . . . . . . . 47
Page
Psychology and Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 85
Publications . . . . . . . . . . . . . . . . . . . . . . 38
Recreation and Social Life . . . . . . . . . .
Refunds . . . . . . . . . . . . . . . . . . . . . . . . . .
Registration . . . . . . . . . . . . . . . . . . . . . .
Registration. Change of . . . . . . . . . . . .
Religion and Philcsophy. Division of . . .
Religious Organizations . . . . . . . . . . . .
Residence Requirement . . . . . . . . . . . . .
Romance Languages. Department of . . .
Room Application . . . . . . . . . . . . . . . . .
31
27
46
47
64
39
52
76
42
Scandinavian Language and Literature.
Department of . . . . . . . . . . . . . . . . . . 75
Scholarships and Prizes . . . . . . . . . . . . 28
Secretarial Studies . . . . . . . . . . . . . . . . 91
Secretarial Work Curriculum . . . . . . . 56
Seminary. Admission . . . . . . . . . . . . . . . 103
7
Seminary. Faculty .................
Seminary. Courses of Study . . . . . . . . . 105
Seminary. Expenses . . . . . . . . . . . .25. 104
Seminary. Graduation and Degrees . . 105
Seminary Internship ............... 105
Social Life. Recreation and . . . . . . . . . . 39
Sociology. Department of . . . . . . . . . . 83
Social Sciences. Division of the . . . . . . 81
Social Work Curriculum . . . . . . . . . . . . 62
Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Special Programs of Study . . . . . . . . . . 23
Special Students . . . . . . . . . . . . . . . . . . 118
Speech. Department of . . . . . . . . . . . . 72
Student Activities . . . . . . . . . . . . . . . . . 32
Student Areas . . . . . . . . . . . . . . . . . . . 32
Student Community Life . . . . . . . . . . . 30
Student Government . . . . . . . . . . . . . . . 32
Student Nurses . . . . . . . . . . . . . . . . . . 118
Student Personnel Services . . . . . . . . . . 40
. . . . . 111
Student Register . . . . . . . . .
Student Society. The . . . . . . . . . . . . . 32
Systematic Theology . . . . . . . . . . . . . . .108
_
Table of Contents . . . . . . . . . . . . . . . . 3
Teachefs Certificate . . . . . . . . . .55. 85
Teaching Curriculum . . . . . . . . . . - 5 5
Testing ................ .40. 44. 48. 49
Theology. College Preparation for . 53. 103
Theological Orientation Courses . . . . . 105
Theological Seminary. Augsburg . . . . . 103
Theological Students (1953.1954) . . . . . 111
Transfer and Advanced Standing .45. 104
Trustees. b a r d of . . . . . . . . . . . . . . . . 5
Tuition and Fees . . . . . . . . . . . . . . . .24. 25
University Courses . . . . . . . . . . . . . . . . . 47
Upper Division Requirements . . . . . . . . 52
Veterans. Admission of . . . . . . . . . . . . 45
Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Augsburg College is located on Twenty-first Avenue South
between Seventh and Eighth Streets South with adminisvative
o h located in Science Hall on Seventh Street a t Twenty-first
Avenue South.
The college may be reached, via public transportation on &e
following Jines:
I.
The Franklin bus to Twenty-first Avenue South and Franklin
2.
?he Minnehaha Falls or Fort Snelling bus to Twenty-first
Avenue South and Riverside
3. The Plymouth-East Twenty-fifth Street bus to Seventh
Street and Cedar Avenue
4. The Olson Highway bus to Seventh Street and Cedar Avenue
-
- - -
= s ~ M - e H d
Hours: Monday through F r i d a y y : 5 5
-
- % muse ~ ~ u a- e Delm .- i H~~~~
-i
&-Hdl-
-
sv-
-
&use
-
-
~ - l & ofice Library
LI 0 5 0 1
a m to 5 :oo p.m.
m:
A+
~
-
*
a.m. to 12:30 p.m.
Saturday-8:jo
lhmimries
Mumolinl
*
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- A T 9143
- A T 905s
- AT9112
- MA 9949
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MA 9229
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- AT 9290
- M A 9590
- MA 9161
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LI 0505
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GE 2468
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ADMISSION TO THE COLLEGE Requests for bulletins, application blanks, application for employment blanks, information regarding registration and admission procedure
and requirements for admission, advertising and publicity,
and general information about the institution.
OFFICE OF PUBLIC RELATIONS
ADMISSION TO THE SEMINARY-Information and requests
for admission to the Theological Seminary.
SECRETARY OF THE THEOLOGICAL FACULTY
-
EVALUATION OF CREDITS Transcript of credits, requirements for graduation, transfer of credits, scholastic progress, and withdrawal of matriculated students.
OFFICE OF THE REGISTRAR
-
HOUSING OF STUDENTS Questions pertaining specifically to housing and dormitory life.
DEAN OF STUDENTS
For information that does not appear to be covered above
AWSBURG COLLEGE AND THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
Show less
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FOURTH YEAR
Founded 1869
Vol. XV, No. 3
Catalog Number
April, 1953
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theological Seminary at Minneapolis, Minneso... Show more
AUGSBURG COLLEGE AND
THEOLOGICAL SEMINARY
Minneapolis 4, Minnesota
EIGHTY-FOURTH YEAR
Founded 1869
Vol. XV, No. 3
Catalog Number
April, 1953
THE AUGSBURG BULLETIN
Published bi-monthly and one additional issue in April by Augsburg College and
Theological Seminary at Minneapolis, Minnesota. Entered as second<lass matter March
21, 1947 at the post ofice at Minneapolis, Minnesota, under the act of August 24, 1912.
CALENDAR
SEPTEMBER
..
1
2
3
4
5
.
1
2
1
22 23 24 25 26 27 28
29 30 . . . . . . . . .
25 26 27
2
3
4
5
18 19 20 21 22 23 24
25 26 27 28 29 30 31
TABLE OF CONTENTS
PAGE
Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Committees of the Faculq . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
The Faculty
........
...............................
7
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Financial Information
24
.............................
Student Community Life . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Student P e r s o ~ e Services
l
The College
........................................
42
Academic Administration . . . . . . . . . . . . . . . . . . . . . . . . .
.Gradetion Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Divisional Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
48
51
60
CouisesofStudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Division of Religion and -Philosophy . . . . . . . . . . . . . . . .
' ~ivisionof the Humanities . . . . . . . . . . . . . . . . . . . . . . . .
Division of the Social Sciences . . . . . . . . . . . . . . . . . . . .
Division of the Natural Sciences and Mathematics .
61
61
65
79
93
The 'I'heological Seminary . . . . . . . . . . . . . . . . . . . .
. . . . 101
General Requirements
. . . . . . ., . . . . . . . . . .
101
Coursesof Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Student Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Index
. . . .
IIO
. . . . . . . . . . . . . . . . 123
Calendar
'953-1954
FIRST SEMESTER
'953
.
,
Wednesday . . . . . . . . . . . . . . . . . .Freshman Tests
September 9
September 9-12, A.M.
Wednesday to Saturday. . . . . . . . . . .Registration
September 9-13
September 14, 8:00 A.M.
Wednesday through Sunday. . . .Freshman Days
Monday . . . . . . . . . . . . . . . . . . . . . .Classes begin
September 17
Thursday . . . . . . . . . . . . . .Late Regiitration Fee
October 17
. . . . . . . . .Last Day for Removal of Iqcompletes
October 23-25
Friday through Sunday. . . . . . . . . .Homecoming
November
Wednesday.
11
November 26, 27
December 16, 4:20 P.M.
. . . . . .End of
&st hall of Semester
Thursday and Friday. . . . . .Thanksgiving Recess
Wednesday . . . . . . . . . . .Christmas Recess begins
I954
January
4, 8:00 A.M.
Monday. . . .Classes begin after Christmas Recess
January 25-29
Monday to Friday. . . . . . . . . . . . . .Examinations
January 29
January 18 to February z
Friday . . . . . . . . . . . . . . . . . ..First Semester ends
. . . . . . . . . .Registration for Second Semester
SECOND SEMESTER
February
3, 8:00 A.M.
Wednesday . . . . . . . . . . . . . . . . . . .Classes begin
February 6
Saturday . . . . . . . . . . . . . . .Late Registration Fee
February
Monday; holiday . . . . . . .Washington's Birthday
. . . . . . . . .Last Day for Removal of Incompletes
22
March 9
April I
April 14, 4 : ~ oP.M.
April
20,
8:00 A.M.
May 26
May 27 to June
2
Thursday. . . . . . . . .End of first half of Semester
Wednesday . . . . . . . . . . . . .Easter Recess begins
Tuesday . . . . . . . . . . . . . . . . .Easter Recess ends
Wednesday . . . . . . . . . Seminary Commencement
. . . . . . . . . . . . . . . . . . . . ..College Examinations
May 30
Sunday . . . . . . . . . . . . . . . . . . . . Decgration Day
May 30
June 3, 8:oo P.M.
Sunday . . . . . . . . . . . . . . . .Baccalaureate Service
Thursday . . . . . . . . . . . .College Commencement
BOARD OF 'I'RUSTEES
RBV. ERNESTG. LARSON, P d e n t , Minneapolis, Mim.. .. .Term expires
REV. CLARENCEJ. CARLSEN,Vice-President, Minneapolis,
Minn: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Term expins
MR.GEORGE
S. MICHAELSEN,Secretary, Minneapolis, Minn.. .Term expires
MR. R. E. MYHRE, Treasurer, Minneapolis, Minn.. . . . . . . . .Term expires
REV. D. W. L Y N G D Duluth,
~,
Minn.. . . . . . . . . . . . . . . . . ..Term expires
MIL.EVENOSE, Thief River Falls, Minn.. . . . . . . . . . . . . . . .Tern expires
MR. IVERI-L IVERSON,
Minot, N. Dak.. . . . . . . . . . . . . . . . . .Term expires
REV. CHRISTIAN
G. OLSON,Seattle, Wash.. . . . . . . . . . . . . . . .Term expires
MR.GILLERT
BERG,Seattle, Wash. . . . . . . . . . . . . . . . . . . . . . . Term expires
1954
1957
1953
1956
19 5 3
1954
1955
I 95 6
1957
Advisory Members
DR.T. 0.BURN-,
President, Lutheran Free Church, Minneapolis, Mim.
DR. BERNHARDCHRISTENSEN, President, Augsburg College and Theological
Seminary, Miieapolis, Minn.
ADMINISTRATION
BERNHARD
CHRISTENSEN
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
MARTIN
QUANBECK.
. . . . .Dean of the College and Director of Veterans Afoirs
BURTONP. FOSSE.
.................................... .Business Manager
K. BERNER
DAHLEN.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Students
GERDA
MORTENSEN.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Women
LAWRENCE
A. QUANBECK
. . . . . . . . . . . . . . . . . . . . .Director of Public Relations
MILDREDJOEL.. . . . . . . . . . . . . . . . . .Registrar, Secretary of tbe General Faeulty
MELVINA. HELLAND..
............... .Secretary of tbe Theological Faculty
AGNESB. TANG
JERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Librarian
Mmvm E. TRAUTWEIN.
. . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement
MERTONP. S T R O ~ .N. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .College Pastor
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Field Representative
. . . . . . . . . . . . . . . . . . . . . . . . . Assistant Business Manager
. . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Service
. . . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Musewn
....................................... Archist
. . . . . . . . . . . . . . . . . . .Manager of Musical Organizations
.............................. .Publicity Director
. . . . . . . . . . . . .Secretary to the President and the Dean
FZLEENQUANBECK.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .: . . . .Assistant Registrm
ADMINISTRATIVE STAFF
Office Staff: k t h u r C. Engen, Bookkeeper; Ragna Sverdrup, Bookkeeper; Mrs.
Esther Halverson, Secretary, Public Relations Office; Borghild Estness, Secretary,
Placement Bureau; Mrs. Joyce Frosig, Typist, Mimeograph Office; Tena Mehus,
Clerk, Registrar's Office; Le Von Paulson, Secretary, Persqmel O i h ; Anna
Marie Rundstrom, Secretary to Business Manager; Mrs. Erna Staub, Secretary,
Library; Mavis Strand, Receptionist and Switchboard Operator; Mrs. Betty
Swanson, Secretary, Building Fund Office; Ruth Ann Waage, Secretary, Registrar's 0 5 c e ; Shelby Gimse, Secretary; David Rokke, Student Placement Manager.
Head Residpnts in Dormitories: Memorial Hall, Vincent Hoversten; Sivertsen
Hall, Charlotte Westby; Miriam House, Miriam Majander; Morton -1,
Ruth
Ann Waage; Edda House, Alice Swensen.
Snperviror of Howekeping: Olga Hennuuslie.
MEDICAL STAFF
Drs. C. R Wall and S. V. Thorson, Physicians.
Alice Swensen, R.N., Nurse; Lois Dahlund, R.N., Assistant Nurse.
COMMITTEES OF THE F A C U L R
1953-1914
Admirristration: Christensen, M. Quanbeck, Dahlen, Fosse, L. A. Quan'beck.
Cnrricdnm: M. Quanbeck, Christensen, Nash, Olson, Stensvaag. Miss Joel.
Admissions m d Scholarship: Miss Joel, Lindquist, M. Quanbeck, Kleven, Thorson, L. A. Quanbeck.
Personnel: Dahlen, Miss Mortensen, Savold, R. Anderson, Mrs. Kigsley.
Librury: Helland, Miss Pederson, Landa, Aldre, Chrislock.
Athletics: Saberg, Nash, E. W. Anderson, Bertness, Strommen.
Social: Miss Lund, Miss Mortensen, E. Nelson, Llndquist, Mrs. Nelson.
Stdies: Tnutwein, Miss Joel, Torstenson, R. Anderson, Colacci.
Convocations: Thut, Miss Jensen, Sonnack, Miss Skurdalsvold. (Student members
also included in this Committee.)
Stdent-Famlty: Dahlen, M i Mortensen, Sateren, Miss Segolson (Student
members also included in this Committee.)
Teacber Edwation: Bertness, Urdahl, Miss Tangjerd, Mrs. Traumein, Mrs.
Nelson.
Religiorrr Life: Stensvaag, Strommen, Thelander. (Student members also included
in this Committee.)
1952-1953
Faculty Council: M. Quabeck, Chrislock, Landa, Miss Lund, Miss M o c t e m ,
E. Nelson, Miss Pederson, L. Quanbeck, Miss Segolson, Sonnack, Thelander,
Thorson, Trautweh
The Faculty
AUGSBURG THEOLOGICAL. SEMINARY
' '
'
BEUHMD M. CHRISTENSEN,
Th.M., Ph.D., President m d Professor of Tbedogy
A.B., Augsburg College, 1922; Augsburg Theological Seminary, 1922-25;
Th.M., Princeton Thwbgical Seminary, 1927; PhD., Hartfocd kninaqFoundation, 1929. Additional study: Columbia, Chicago, Berlin, G3ttingen.
Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Patoral
work, Bmlalyn, New York 1928-30. At Augsburg since 1930. President
since 1938.
Ph.D., S.T.D., Professor Emwitus of C h r c h History
KARLERMISCH,
AB., Schwerin, 1897; C.T., Wartburg Seminary, 1900; B.D., &go
Theological Seminary, 1914; S.T.M., 1925; S.T.D., 1933; A. M., University of Minnesota, 1925; Ph.D., 1927. Pastor 1900-21. Tea&:
Wartburg COhge, Waverly, Iowa, 1921-25; University of Minu1925-29.
At Augsburg 1928-1952.
MELVIN
A. HJTLAND,
S.T.M., Ph. D., Professor of New Testammf, "Seqetmy
of tbe Tbeological Faculty
A.B., Augsburg College, 19I 5 ; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930.. Additional study; Grenoble, Chicago. Educational Missionary in Madagascar,
1921-3 8; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 1938-40. At Augsburg since 1941.
I v ~ nB. OLSON,A.M., Th-B., Associate Professor of S y s t m t i c Tbcology
AA., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A X , University ofi Minnesota, 1945. Additional study: Chicago,
Minnesota, Luther Theological Seminary, Chicago Lutheran +logical
Seminary. Teaching: Oak Grove Seminary, I 936-3 9; University of Minnem a , 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44. Adviser to SPAN
Group in Scandinavia, 1950. At Augsburg since 1945.
PAULG. SONNACK,
A.B., Th.B., Assistant Professor of C h r c b History
A.B., Augsburg College, 1942; C.T., Augsburg Theological ~emi&ry, 1945;
Th.B., 1947. Additional study: Divinity School, University of Chicago.
Pastor, Moose Lake, h,
1945-47. At Augsburg since 1949.
STENSVMG,S.T.M., Ph.D., Professor of Old Test&
AB., Augsburg College, 1936; Th.B., Augsburg Theological Semirury,
1939; S.T.M., Hartford Seminary Foundation, 1940; Ph.D., 1941. Additional study: Johns Hopkjns. Pastor, Minneapolis, Minn., 1942-46. At
Augsburg since 1942.
JOHN
NORSTAD,
A.B., C.T., S.T.M.' Special Lecturer, 195 2- y 3 ; ;Director
FREDERIC
of Chaplaincy Service, Lutheran Welfare Society of Minnesota.
*In cooperation with the Lutheran Welfare Society of Minnesota.
.
..?
:
AUGSBURG COLLEGE
H. N. HBNDRICKSON,
A.M., CT., Professor Emeritw of History and Iatin
A.B, Augsburg College, I 89 I ; C.T., Augsburg Theological Seminary, I 897;
AM, University of Minnesota, 1930. Additional study: Columbii Pastor.
Superior, Wisconsin, 1897-1900. Registrar, Augsburg College, 1907-37.
At Angsburg 1900-1952.
KARLE u m a i , Ph.D., S.T.D., Professor Emmmtusof German
For rtatement of academic preparation and experience, see Theological
Seminary Faculty listing.
P. A. QVEBGGEN, A.M., Professor E d t u s of Englisb
Ad., University of Minnesota, 1908; A.M., 1909. Additional study: Minmtsota, Chicago. Teaching: Assistant in English, University of Minnesota,
I@-10; Ehworth College, 1913-15. At Augsburg 191y-1ggs.
MANWALD RE, M.S., Assistout Professor of Chemistry
Diploma of Chemical Engineer, Estonian State University of Technobgy,
Tallin, Etonia, 1941; M.S., Univenity of Minnesota, 1951. Tuching:
Agirtant in Chemistry, Estonian State University of Technology, 1941-42.
At Augsburg since 1949.
ERNEST W. ANDERSON,
M.Ed., Associde Professor of Healtb snd P e d
Edwcotim, Basketball Coach
A.B., A,ugsburg College, 1937; M.Ed., University of Minnmta, 1947.
Teaching: High Sohool, 1937-41. U. S. Army, 1941-46. A t Augsburg
since 1946.
RAYMONDE. ANDERSON,
A.M., Assistant Professor of Speecb
B.S., University of Minnesota, 1946; A.M., 1950. Additional study: Mimenesota. Teaching: University 05 Vermont, 1949. U. S. Navy, 1946. At
Augsburg since 1949.
FMNK h o , A.B., Assistant in Pbysical Education
A.B., Augsburg College, 1950. Additional study: hfinnewta. U. S. Army,
1943-46. At Augsburg since 1950.
EVABAVOLAK,A.M., Instructor in Business Administration
B.S., University of Minnesota, 1928; A.M., 1942. Additional study: Minnesota. Teaching: High School, 1931-42; Northern State Teachers College,
Aberdeen, S. Dak., 1942-47; Hamline University, St. Paul, Minn., 1947-10;
University of Minnesota, 1950-52. At Augsburg since 1952.
LUCY M m E. BERGMAN,
M.S., Instnrctor in Speecb
B.S., Kansas State Teachers College, 1934; M.S., 1935. Additional study:
University of Minnesota. Teaching: High School, 193 5-39; University of
Minnesota, 1939-47. At Augsburg since 1912.
HEWRY
J. BERTNESS, A.M., Assistmt Professor of Edwtion
A.B.; Augsburg College, 1947; A.U, University of Minnesota, 1948. Mditional study: Minnesota, Washington. U. S. Navy, 1943-46. Teaching:
Tacoma Public Schools, 1948-49. At Augsburg since 1949.
MARGARETBERVEN,M.Ed., Instructor in Physical Education
B.Ed., Winona State Teachers College, 1937; M.Ed., University of Minnewta, ,1945. Teaching: High School, 1937-49; Minot State Teachers' GIlege, summers, 1948-50; Winona State Teachers' College, 1949-52. At
Augburg since 1952.
K m ~ BILZENS,
s
Th.D., Assistart Professor of Pbilosopby and Gemron
Lic:Theol., University of Riga, 1935; Th.D., 1943. Additional study: University of Basel. Teaching: Teachers College, Riga, Latvia, 1934-40. At
Augsburg since 19 5 2.
CAIL CHRISLOCK,A.M., Assistart Professor of History and Political Science
.
h
A&., Augsburg College, 1937; A.M., University of Minnesota, 1947. Additional study: Minnesota. Teaching: High School, 1939-44; Tracy Junior
College, 1947-48; Augustma College, S i Falls, S. D., 1948-51. A t Augsburg since 1952.
h COLACCI,
~
~ Th.D., D.Litt., Assistant Professor of Classical Lagucrges
Pontificium Atheneum Roman Major Seminary, Th-D., 1932; Pontifical
Biblical Institute de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40;
Mark Pagano College and Normal Institute, Campobasso, Italy, 1941-49At Augsburg since 1952.
LELANDK. DAHLE,M.S., Instructor in Chemistry
B.A., St. Olaf College, 1950; M.S., Purdue University, 1952. U. S. Armed
Forces, 1944-46. A t Augsburg since 1952.
K. BBRNERDAHLEN,A.M., Dear of Students and Associate Professor of Englisb
A.B., Augsburg College, 1931; A.M., University of Minnseota, 1940. Additional study: Minnesota. Teaching: High School, 193 I -39; Crosby-Ironton
Junior College, 1940-41. U. S. Army Air Forces, 1942-45. A t Augsburg
GEORGEN. ECKLUND,A. M., I m t w c t o ~is Business Administration
A.B., Drake University, 1945; A.M., University of Minnesota; 1951. Additional study: Minnesota. Army Air Corps, 1943-46. Interviewer, V. A,
1946-47; Public Relations, Pillsbury Mills, Im., 1948-50. A t A u g s b q
since 1951.
BURTON P. FOSSE,B.B.A., B.M.E., Business Manager
B.B.A., and B.M.E., University of Minnesota, 1949. U. S. Army, 1943-46.
&dustrial Engineering Work, 1949-5 3. A t Augsburg since 19 5 3.
MnaLls GEISTAUTS,
Cand.rer.nat., Instructor in Art
. Cmd.rer.nat., University of Latvia, Riga, 1940; Academy of Art, Latvia,
Riga. Teaching: Private Studii, 1938-49. At Augsburg since 1952.
MELVINA. H~LLAND,
S.T.M., Ph.D., Professor of Greek a d Rcligias
.. .
For statement of academic preparation and experience, see lkdogicd
&minary Faculty listing.
D. HELMBERGER,
A.M., Instructor in Bdness Administration
B.S., Duluth State Teachers College, 1941; A.M., University of Minnesota, 1947. Additional study: Minnesota. Teaching: Centerville Scbool,Hugo,
M i . , 1941-42; University of Minnesota, 1947-51. O.P.S., Minneapdis,
1951-. At Augsburg since 1952.
JOHN
R. J. HUDRETH,
M. S., Instructor in E c o n d c r and Business A d m h k t r d h
B.S., Iowa State College, 1949; M.S., 1950. Additional study: Mina&ta,
Iowa State Ulege. U. S. Army, 1941-47. Teaching part-time: bwi State
College, 1949-50. At Augsburg since 1950. On leave of absence, 195 2-5 3.
AUCA M. JENSEN, A.M., Assistant Professor of Sociology
A.B., Colorado State College of Education, 1927; A.M., 1928. A d d i t h d
study: Minnesota, Copenhagen. Teaching: EaJtern State Teachers College,
Madison, South Dakota, 1921-25; Dickinson State Teachers Cdlege, 11~28d
36; Colorado State College of Education, 1936-37. Educational r
University of Minnesota and State Department of Education, 1957-39;
Minnesota Historical Society, 1941-44. At Augsburg since 194J.
-RED
V. JOEL, A.M., Registrar md Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947. .Ad&cional ~tudy: Saskatchewan, ,Minnesota Tezching: High School, 19a1-46.
At Augsbnrg since 1947.
EBBAI.
JOHNSON, A.B., Assistant Librarian
A.B., University of ~ e o s t a ,1950. Additianal study: M h e a ~At ~
Augsburg since I 9 5 2.
MwI B. KINGSLEY,A.M., Assistant Professor of Spmisb
A.B., Maryville College, 1936; A.M., University of Mexiw, 1944. Ad&t i o d study: Columbia, Minnesota. Teaching: Wagner College, Ststen
kluld, N. Y., 1941-42; Friends Sahool, Brooklyn, N. Y., 1946-47. At
BEJU~H~D
J. TKLEVEN,Ph.D., Professor of History mrd Politicd S c i e ~ ~ e
A.B., Augsburg College, 1922; A. M, University of Minnesota, 1930;
PhD., 1941. Additional study: Harvard. Teaching: High School, 192235; Wheaton College, 1946-47. At Augsburg, 1937-46, and since 1947.
BJARNEE. LANDA,Ph.D., Ats&te Professor of Germanic L a g w g ~ ~
A.B., Voss State College, Norway, 1925; A.B., University of Sou*
C a l i f o m i a , 1 9 2 8 ; A . M . , 1 ~ ~ o ; P h . D . , U n i v e r s i t y o f ~ t a , 1 9 ~ 2 . T e r c.h ing: High School, 1930-3 I ; University of Minnesota, 1938-42; F& University, 1945-47. U. S. O&e of Censorship, 1942-45. At AugsbWg
1947.
CARLW. LAND-,
M.Mus., lnstnrctor in Music
. ,
A.B., University of Minnesota, 193 I ; B.Mus., Columbia School of Music,
Chicago, 1933; M.Mus., 1934; B.D., California Baptist Theological: Seminary, 1950. Teaching: Private Teaching, Chicago, 1931-40; Dakota Wesleyan University, Mitchell, S. D, 1940-42; Northwestern Scbodr. Minneapolis, 1950-5). At Augsburg since 1952.
AUDREY
LANDQUIST,
MMus., Lnstntctor in P h and Orgm
B.S., University of Minnesota, 1940; B.Mus., MacF'hail Schod of
1940; M.Mus., 1944. Teaching: MacPhail School of M ' u k
A t Au-g
-ON
He,
1937.
since 1946.
WILSONLINDEMANN,
A.M., Associate Professor of Rommce I ; r r r ~ ~
B.S., University of Minnesota, 1922; A.M., 1926. Additional study: Minnesota. Teaching: High School, 1922-24; University of Minnesota, 1924-26.
At Augsburg since 1926.
0.HERBERT
~ D Q U I SM.S.,
T , Assistant Professor of Pbysics and M a t h N c s
B.S., Iowa State College, 1948; M.S., 1949; M.S., Minnesota, 1952. Teaching: Iowa State College, 1947-49. U. S. Army, 1943-44; U. S. Navy,
1944-46. At Augsburg since 1949.
GERTRUDE
S. LUND,A.M., Instructor in Seeretarial Science
A.B.. Augsburg College, 1936; AM., University of Mbmsota, 195 I.
Teaching: High School, 1943-45; West C e n d School of Agricdtum,
Morris, 1945-47; Duluth Business University, 1947-48 ; High School, I 94849. At Augsburg since 1950.
JOHN MJLTON,A.M., Instructor in Englisb.
A.B., University of Minnesota, 1948; A.M., 1951. Additbud d y :
Minnesota. Armed Forces, 1943-46. At Augsburg since 1949.
GEBDAMORTENSEN,A.M., Dem of W o m e n and Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 19 17-2 I ;Hankow Private School, Hankow, China, 1934-35. At Augsburg since 1923.
ARTHURNASH, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Mimesotas 1938.
Addttional s d y : Minnesota; Seminar to Australia, 1934-35. U. S. Army
Air Force, 1942-46. Dean, Augsburg Cdege, 1946-50. At Avgsburg Jince
1922.
b
n C. NELSON,M.Ed., A s h t a t Professor of Pbysical Edwatkm d Carcb
of Football and Baseball
AB., Augsburg College, 1938; X E d , University of Minnesota, 1948.
Teaching: High !3chool, 1938-41. U. S. Army, 1941-46. At Augsbarg since
1946.
H~LENY. NELSON,
Ph.D., Assistant Professor of Home Economics
:B.S., University of Minnesota, 1938; M.S., 1942; Ph.D., 1952. Teaohing:
High. School, 1938-42; Western Michigan College, Kalamazoo, 1942-44;
University of California, 1944-46;Iowa State Teachers College, Su 1948,
1949. At Augsburg since 195I.
IVERB. OLSON, A.M., Th.B., Associate Professor of Scandinavian
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
ANNE P~IDERSON,
A.M., Assistant Professor of Englisb
A.B., Augsburg College, 1932;A.M., University of Minnesota, 1945.Additional study: Minnescrta, Columbia. Teaching: High School, 1945-46;
Sm,Mateo Junior College, California, one semester, 1946. A t Augsburg,
1932-44,and since 1946.
LAVONNBPETERSON,A.B., Instrnctor m Physical Education for Women
A.B., Augsburg College, 1950.Additional study: Minnesota, Montana, MacP h d School of Music. A t Augsburg since 1950. On leave of absence,
1952-53-
L b m ~ A.
a QUANBECK,As., Director of Public Relations
A.B., Augsburg College, 1947.Additional study: Minnesota. U. S. Navy,
1944-46.Minneapolis YMCA, 1947-51.At Augsburg since 1951.
QUANBECK,
Ph.D., Dean of the College and Professor of Uucation
A.B., Augsburg College, 1929;A.M., University of Minnesota, 1933;Ph.D.,
1952. High School administration, Mantonille, Minn., 1929-36.Teaching:
Waldorf College, 1936-38.Registrar, Augsburg College, 1939-46;Dean,
1942-46 and since 1950.A t Augsburg since 1938.
LELANDB. SATEREN,A.M., Professor of M u s k
A.B., Augsburg College, 1935;A.M., University of Minnesota, 1943.Additional study: Composition with Donald F e r g w n (Minneapolis), 1941-43.
Tiaching: High School, 1935-39.Music Director, Radio Station KUOM,
University of Minnesota, 1940-43.Educational Director, C i v h Public
Service, 1944-46.A t Augsburg 1941-43,
and since 1946.
A. M. SAVOLD,A.B., Assistant Professor of Music
A.B., Luther College, 1941.Teaching: Benson County Agriculture and
Training School, Maddock, N. D., 1934-37;Lamberton Public Schools,
1941-42 and 1946-48.U. S. Armed Forces, 1942-45;Glenwood Public
Schools, 1948-52.At Augsburg since 1952.
Rum SEGOLSON,
MS., Associate Professor of Home Economics
BS., University of Minnesota, 1921; MS., 1938.Additional study: Minnesota and Syracuse University. Teaching: High School, 1925-28;Uni:vemity of Minnesota, 1928-44;Washington State College, Summer 1936,
A t Augsburg since 1944.
SKURDALSVOLD,
B.Mus., Assistant Professor of Music
B.Mus., MacPhail School of Music, 1925. Additional study: Chicago Cdlege of Music. Private study: M ~ MF. Stoddard, Hamlin Hum, Herbert
Witherspoon, Oscar Seagle, Graham Reed, 0.C. Christianson, ,Martial
Singher. Teaching: St. Olaf College, 1920-23, 1937-41, 1944-5 r., A t
Augsburg since 1922.
JENNIE
.
GEORGESOBERG,A.B., C.T., Professor of. Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological seminary, 1950.
Additional study: Minnesota. At Augsburg since 1926.
,
,
PAULG. SONNACK,A.B., Th.B., Assistant Professor of Christianity
For statement of academic preparation and experience, see Theological Seminary Faculty listing.
JOHN M. STENSVMG,S.T.M., Ph.D., Professor of Christianity
For statement of academic preparation and experience, see Theological
Seminary Faculty listing.
MIXTON P. SIROMMEN,A.B., Th.B., College Pastor and Assistant Profenor of
Cbristianity
A.B., Augsburg College,' I 943 ; C.T., Augsburg Theological &rninary.
1944; Th.B., 19 5 I. Additional study: Minnesota. Pastor, Mora, Minnesota,
'
1944-47. At Augsburg since 1947. On leave of absence, 1 9 $ i - ~ ~ ;
A m s B. TANGJERD,A.M., Librarian and Associate Professor of Library Si-ience
kB., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A M , 1944. Additional study: Minnesota. With Zion Society for Israel.
1922-28. Teaching: High School, 1929-36. Eau Claire Public Library.
1936-38. A t Augsburg since 1940.
ROY PHILIP THELANDER,MS., Instructor in Biology
A.B., University of Utah, 1949; M.S., 1950. Additional study: Minnesota.
U. S. Army Air Forces, 1942-46. Teaching: Part-time, University of Utah,
1947-50. At Augsburg since 1950.
GERALDH. THORSON,A.M., Assistant Professor of English
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia, U. S.
Army, 1943-46. Teaching: Wagner College, 1951. At Augsburg since 1946.
JOHN THUT, A.B., M.Mus., Assistant Professor of Voice
A.B., Goshen College, 1923: B.Mus., American Conservatory of Music,
1929; M.Mus., 1936. Additions1 study: Minnesota. Teaching: Bethel College, 1924-27; American Conservatory of Music, 193 1-44; Colorado State
College of Education, 1946-47. YMCA War Prisoners Aid, England and
Belgium, 1944-46. A t Augsburg since 1947.
VERATHUT,B.Mus., Instrt~torin Piatw
KMm.,American Consemwry of Music, 1927. Addieiond s d y : American Gnservawry of Music and Minnesota; Master Clvs Work with
Sihio Sciwti; Robyn N o r d Teachers Training Course; Studied d r
Kurt Wanieck. Teaching: Ameriun Coaservtwry of Music, 1916-46;
Gslorado State Gllege of Education, 1946-47.At Augsbwg siuce 1947.
TORSTENSON,
A.M., Astorbte Professor of Socidogr
LB.,Augsburg College, 1938;AM., University of Minnesota,
JOEL S.
'
1940.AddiDirector of Education and Public Relations, MidAt Augsburg 1938-42, and aiace
land Cooperative Whvlesde, 194~-47.
4d y :
Minuesota.
1947.
WARET
SATEFSNTRAUTVEM,A.B., lrutrvctor in Englisb
A.B., Augsburg College, 1937.Additional study: Minnesota. Teaching: High
School, 1937-47.At Augsburg since 1949.
Mmvm E. T M U ~A.M
, ., Ars3std Professor of Psychlogy Ad Ed*.tiorr ad Director of Placemmt
A.B., University of Nebraska, 1935; A.M., Columbia, 1940. Additional
d y : H m d , Hawaii, Minnesota. Teaching: High School, 1936-41;
h,
Norfolk Junior College, 194s.St&, Education and Training O&er,
V. A., Fort Snelling, 1946-48.Research Asdstmt md C o d , Univerdty of Minnesota, 1948-50.U. S. Army Air Force, 1942-46.At Augsbmg
FALING J. URDAHL,A.M., Aa&e
Professor of Biology and Psycbdogy
A.B., Gncordia Callege, 1930;A.M., University of Minnesota, 1940.Ad&dona1 study: Minnesota. Teaching: High School, 1931-3 $. Principal, Cannon Falls, Mmnesota, 1935-41.Aat Augsburg since 1943.
General Information
LOCATION
Augaburg College and Theological Seminary is located in the
fiv&de
Park area of South Minneapolis, across the Mississippi
River from &e University of M i n n m t a and within walking diszance of the main business section of the city. Science H
all,cond
g the administration &ces, is located at the corner of Seventh Street and Twenty-first Avenue South. Augsburg students
have the advantage of getting their college education in a metropolitan center pulsating with industrial, social, and cultural activities, They have access to libraries, museums, and a n collections.
They may hear rfie k t in mnsic and fecmres. Minneapolis is
mmgnkd throughout tbe nation as a vital center of religi~ls
life and acrivity, Outstanding leaders in many &Ids both from
other prrts of America and from foreign countries are frequent
visitors. College students in rhe Twin Ciries have abundant opportunity t o contact present day life at one of its focal points.
HI!5TORICAL SKETCH
Augsburg was (begunas a seminary in I 869, at Marshall, Wisconsin. It was the first theological seminary started by Norwegian
Lutherans in America. Through an arrangement with a private
institution known as Marshall Academy the Seminary was housed
in the academy building. Students who needed further preparation in academic subjects were to obtain this in the academy. This.
arrangement failed t o work out satisfactorily; so the theological
group moved to a private dwelling, where classes continued until
1872. In the autumn of that year the Seminary was removed to
Minneapolis, Minnesota, where a building had been erected for its
use. In the same year the school was incorporated under the laws
of Minnesota. The aim of the institution was to train ministers
for the Lutheran congregations which were being organized in
growing numbers in the pioneer settlements that were spreading
rapidly over the Northwest.
The college was estabfished when it k a m e evident that in order
to get students who were adequately prepared for theologicar
study a college department was needed. So in 1874 a college curriculum was planned which provided for one year of preparatory
studies and four years of college work along two lines, a classical
course to prepare students for theology, and a scientific course to
prepare for the professions. The latter course, however, had to be
discontinued, partly for lack of funds and partly because too
few students selected the course. The first college students were
enrolled in 1874 and the first class was graduated in 1879;
In 1900 a high school course covering three years was established
which in 1910 was expanded to a standard four-year course. This
was discontinued in 193 3. In the years 1916-1919 the college
course was thoroughly revised. As a result of this and of subsequent growth, the earlier classical course was greatly modified and
supplemented by social and scientific studies and a more general
emphasis upon the- study of the humanities. In recent years there
has been continuous study and modification of the curriculum including the introduction of a number of new majors to meet the
developing needs of the students. The Divisional organization was
adopted in 1945. A t the present time majors are offered in 17 fields.
Coeducation was introduced in the College in 1921.
In the Theological Seminary there has likewise been a continuing-revision of the curriculum and the addition of new courses.
The requirement of a six-month period of internship was added
in 1939. Standards of admission have been raised so that a bachelor's degree or equivalent is now the required scholastic preparation. While the Theological Seminary has its own organization, the
Seminary and the College function in close cooperation Long
experience has proved this arrangement to be mutually wholesome
and stimulating.
Five presidents have served Augsburg during the course of its
history. The terms of o0ice of two of these cover a span of over
half a century. The first president was August Weenaas, who
served from 1869 to 1876. He was succeeded by Georg Sverdrup,
1876 to 1907. Sven Oftedal served from 1907 to 1911 and was
followed by George Sverdrup, whose term extended from 191I to
1937. H. N. Hendrickson served as Acting President from 1937
until I 9 3 8. Bernhard Christensen, the present president, has served
since that time.
FUNDAMENTAL AIMS
The educational purposes of Augsburg College and Theological
Seminary spring from the conviction that Christianity is the fundamental force for good in human life. All the aims of the College,
as well as those of the Seminary, are bound together by this principle. To express more distinctly the meaning of this, the following statement of aims has been formulated by the College faculty:
T o lead the student to a deeper understanding and personut
realization of the truth and power of the Christian Gospel, to
the end that he may become an effective participant in the
evangelical and missionary task of the Church and an earnest
advocate of the Christian way of life both for the individual and
for society.
T o familiarize the student with the culture of our own and
other ctvilizations, not only for the enjoyment this knowledge
affords but also for the development of a more sympathetic
understanding of our fellow men throughout the world.
T o develop the studenfs interest in the attainmmt of tbe
common purposes of our country, so that he may work for the
welfare of our institutions and for the preservation of our
liberties in community and nation, and also develop m enlightened interest and participation in human affairs throughout the rest of the world.
T o cultivate in the student a Christian social spirit, in order
that he may realize in his life a right balance between what he
expects of others and the service he will render his fellow men.
T o teach the student to discipline his o m urges, interests,
ambitions, and demands in a way that will effectively contribute toward the development of good character.
To train the student in scientijic methods of study and also
develop his understanding of the relations of science to the
welfare of humanity.
T o stimulate intellectual interest and develop scholarly insight, so that the student may learn to think with accuracy
and comprehension at the same time as he experiences an understanding of truth which will help him to integrate the iindings of science with the deepest spiritual reality.
T o awaken and foster k the student an iatelligent a m e ciation and enjoyment of the best in the fields of the fins arts.
T o guide the studmt in the understamding of social relatianshps in order that he may take his place in groups and gatherings with propriety and grace, motivated in his conversation
and conduct by the principles of Christian courtesy and sinceriay.
T o provide guidance for the studmt in the discovery and
clarification of his aptitudes and his life purposes so that as
early as possible he may plan his educational program wisely.
T o train studmts in v o c a t ~ Zand professjOno1 lines, giving full preparation for high school teaching, business administration, home economics, and parish work; furnishing partial
training towards the study of medicine, dentistry, nursing, engineering, law, and social service, and offering a four-year
college course preparing for the study of theology.
T o help the student develop certain skills, as in language,
music, physical activities, use of the library, laboratory work,
and typewriting, together with other skills, which will increase
his ef6ciency in the various relationships of life.
T o afford the student w h o l e s m recreational expenerrme
which
will contribute toward an effective use of leisure time and develop such qualities as leadership, sportsmanship, and self-control, with good recreational habits, thus providing a constant
source of social and personal satisfaction.
T o instruct the student in principles, ~ t t h d e s ,and ideas
pertaining t o health, and also to train him in practices and
skills which will promote his physical and mental well-being
and make him better fit to meet the responsibilities of life.
The work of the whole institution, both the Seminary and the
College, is done on the basis of Christianity. The students who
come are invited to take up their college work with the distinct
understanding that the Christian spirit is determining in all things.
They are asked to cooperate willingly in the program of the school
towards that end. The entire program of the school, curricular and
extra-curricular, and the discipline thought wise in order to make
possible the carrying out of this program, spring from the aim "to
see all.things through the eyes of Christ."
Enrollment in Augsburg College and Theological Seminary presupposes on the part of the student full cooperation in the ways
prescribed for the attainment of these aims.
FINANCIAL SUPPORT AND CONTROL
From I 870 to I 890, Augsbwg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body
with two others, in r 890, r d t e d in the f i a t i o n of Augsburg
with the newly created United Nomegian Lutheran Church. Due
to Merences concerning the control of Augsburg a division arose,
and in 1897 congregations whose sympathies were deeply rooted in
Augsburg formed the Lutheran Free Church. The resulting close
association, in educational and spiritual activity, of Augsburg and
the Lutheran Free Church has been marked by complete harmony
of purpose and ideals for more than half a century.
The control exercised by the Lutheran Free Church is indirect.
The Annual Conference of the Church nominates the members
of the Augsburg Corporation and the Board of Trustees. The Corporation through the Board of Trustees exercises direct control
over property, hance, and personnel. Academic control is vested
in the President and the Faculty.
In addition to the income from student tuition and fees, which
has materially increased with the growth and development of the
College, the chief iinancial support of the institution comes from
the congregations of the Lutheran Free Church. In recent years a
growing circle of friends also outside the Lutheran Free Church,
both alumni and others, have contributed financially to the support of the school. Augsburg welcomes and invites such support on
the part of all who believe in her program of vital Christian education.
MEMBERSHIP I N EDUCATIONAL ASSOCIATIONS
Augsburg College is a member of the Association of American
Colleges, the National Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of Minnesota Colleges.
THE ALUMNI ASSOCIATION
The Augsburg Alumni Association has as its goal to enable the
graduates of the Cullege and Seminary to maintain effective contact and cooperation with one another and with their Alma Mater.
The annual meeting is held at Commencement time each year.
Regional meetings also are held from time to time.
The present officers are: Henry J. Bertness, President; Clair
Strommen, Vice-president; Esther Aune, Recording Secretary;
Marian Lund Lowrie, Harvey Peterson, and Paul Roth, Advisers.
THE AUGSBURG FOUNDATION
The Augsburg Foundation, formerly the Aupbwg Foundation
Fellowship, is an association of alumni, former students, and other
friends of Augsbwg, having as its purpose to give united and
systematic support, both spiritual and hmcial, to the school. The
Foundation was established in 1941 by joint action of the Board
of Trustees and the Alumni Association. Its work is directed by a
General Committee of nine members. A Foundation Day is held
each year.
EDUCATIONAL PLANT
BUILDINGS
The Main, erected in 1900, contains the Chapel, the Library,
the Seminary classrooms and offices, and a number of college classrooms and offices.
Science Hall, erected in 1948-49, is a large and completely modern college building. It includes, besides the administration offices, well-equipped laboratories for Chemistry, Physics, Biology,
and Home Economics, as well as the student organization offices,
the Student Center, a small auditorium, classrooms, and faculty
offices. On the fourth floor is the Tower Prayer Chapel.
S~erdru~-Oftedal
Memorial Hall, erected in 1938, is a modern,
hepioaf dormitory affording living quarters for about I go men.
O n the ground floor of thk buiIding is the college cafeteria and
dining hall.
Sivertsen Hall, acquired in 1939, is a comfortable dormitory
accommodating about 50 women.
Morton Hall, erected in 1888, Edda House, purchased and
remodeled in 1948, and Miriam House, acquired in 195 I, are
smaller dormitories for women, each accommodating about 20
students.
During 1947 two new buildings were added, both located on
23rd Avenue across the Square from the older part of the Campus.
The Gymnasium, an adequate temporary structure, was erected for
the College by the Federal Works Agency as a part of a program
providing educational facilities for veterans. The Music Hall was
acquired by purchase and remodeled to serve the needs of the
Music Department.
Quite a number of dwellings have been acquired in recent years
in the expanded campus area, which are used for faculty and
student housing until this need can be met through more permanent structures. Also three temporary housing units have been
erected by the Federal Works Agency on the campus ground.
The President's Home, a residence of modern architectural
design, located at the south of the Square, was erected in 1949.
Some years ago the beginning was made of a Museum for the
school. Members of the Alumni Association have presented many
valuable gifts. There are several collections: a Madagascar Collection, a Santal Collection, and a considerable collection of rare
minerals, curios, etc. Contributions should be sent to Dr. B. J.
Kleven, Curator.
In the spring of 1929 the Augsburg Archive Society was organized The purpose of this organization is to gather and preserve
documents, books, and other articles of historical value. To house
the Archives a fire-proof room which was provided in the Main
has been replaced recently by a large room on the ground floor of
Science Hall. Here are now found a fine collection of periodicals,
old and rare books, manuscripts, letters, and pictures, and also
about ~ , o o ovolumes of Norwegian-American literature, affording rich resources for scholarly research. Further contributions
to the Archives should be sent to Miss Alma Jensen, Archivist.
The collections in the Library aggregate about 25,300 volumes
exclusive of pamphlets.
Two hundred eighty of h e best periodicals, and
dealing with popular subjects, and a number of serials devoted to the
interests of special fields are received currently.
Students have access t o the Library daily from 7:45 A.M. to
1o:oo P. M. On Saturday the Library closes at 4: 30 P. M.
In the Twin City area other libraries are located which make
their holdings available to Augsburg students, notably, the St.
Paul and Minneapolis public libraries, the latter of which issues
library cards to out-of-town students for each school year; the
James Hill Reference Library in St. Paul, which has one of the
finest reference collections in the Northwest; and the University
of Minnesota Library, which is within walking distance of the
Augsburg campus and is a splendid source of materials for research
papers. Each year Augsburg students make extensive use of all
these libraries.
The laboratories of the Natural Sciences are located in the
Science Hall.
Three laboratories and two storerooms for Biology are located
on the second floor; three laboratories and a large storeroom for
Chemistry, and a laboratory and the two storerooms for Physics
are located on the third floor.
To facilitate instruction the college provides many excellent
visual and auditory aids. Available for classroom use, and for the
use of other college activities, are the following: 16m.m. sound
movie projector, 3 % / 4 ~ 4 inch slide projector (several), 2"x2" slide
projector, Balopticon, sound amplification system, film strip pro-
jector, magnetic tape recording machine. There is also a well
equipped photography department.
The Auditorium in Science Hall is fully equipped for visual
education classes and lectures. Several classrooms are also provided
with facilities for projection.
SPECIAL PROGRAMS OF STUDY
Evening classes are held as a community service for adults not
enrolled in the day school. Announcement of courses to be ofIered
are made in the fall. Information about the evening school may
be obtained from the oflice of the Dean.
DEACONESS
HOSPITAZ.
AFFILIATIONWITH THE LUTHERAN
Student nurses in the School of Nursing at the Lutheran Deaconess Hospital in Minneapolis receive their &st semester of instruction at Augsburg College. Application for admission t o the
School of Nursing should be made to the Lutheran Deaconess Hospital, Minneapolis, Minnesota.
MEDICALTECHNOLOGY
In cooperation with the Minneapolis General Hospital, Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years
of this work are taken at Augsburg and a final twelve-month program is completed a t the hospital.
Financial l nformation
STUDENT EXPENSES
For Theological students, tuition is free. For statement of
Seminary expenses, see page 102. The tuition for the College students is $180.00 a semester.
Students registered for more than the maximum number of
credit hours (17 in the College) are charged at the rate of $6.00
for each additional credit hour a week per semester.
Special students will pay at the rate of $ I 5.00 per credit hour
up to 11 credits. Those who register for 12 or more credit hours
will pay the regular tuition charge.
The fee for auditing a course is $7.50 per credit hour.
Special students and auditors enrolled for 5 hours or more of
class work per week pay the student activity fee and health fee.
GENERALEXPENSESFOR ONE SEMESTER
Tuition in College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ I 80.00
This covers instruction, use of the library, and admission
to all athletic events.
Books, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 5-00 to 40.00
Student activity fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.00
Health fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.o~
5.00
Matriculation fee (for those registering the first time) . . .
Key deposit (refundable) . . . . . . . . . . . . . . . . . . . . . . . . . .
1.00
Locker (optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I .oo
Mail box fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.5 o
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $223.50 to 238.50
ROOMAND BOARDPER SEMESTER
Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Board (estimate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$ 63.00
r 60.00
SPECIALFEES
Late registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $
Change of registration after the .beginning of the second
week of classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Registration with the Placement Bureau . . . . . . . . . . . . . . .
Placement fee. depending upon the method of
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3.00 to
Graduation fee. for seniors in both the Gl'lege and the Seminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final examinations taken at another hour than the one
scheduled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Examination making up an incomplete or a condition . . . . .
Comprehensive examination . . . . . . . . . . . . . . . . . . . . . . . . .
3-00
1.00
2.00
5.00
7-50
2.00
2.00
.
5 oo
MUSICFEESPER SEMESTER
Piano for credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$35.00
Voice for credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5-00
Organ for credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5.00
Piano rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.00
Organ rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20.00
Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5-00
Choral Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.50
COURSE
FEESPER SEMESTER
3 00
Home Economics 2. 36. 76 . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
5 .00
Home Economics 39 and 40
Biology 6o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo- 2.00
Biology 1 . 2 . 3 . 4 . ~ ~ . ~and55
3.
. . . . . . . . . . . . . . . . . . . . . . 2.50
Biology 7N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.00
5.00
Biology 13. 14. 25.26. and 54 . . . . . . . . . . . . . . . . . . . . . . . .
Chemistry I. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.50
Chemistry 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.00
Chemistry jN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.00
...........
C h e m i s t r y ~ y 6 . ~ ~ . ~and55
~ y ~ ~ ... ~. .4. y
5.00
Physics I. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.50
Physics 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.00
Physics 5 and 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00
Physics 51 and 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00
Secretarial Studies 2. 8. 5 I. and 5 2 . . . . . . . . . . . . . . . . . . . . 2.50
Secretarial Studies I. 5 3. and 54 . . . . . . . . . . . . . . . . . . . . . . . 1-50
Education 96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I 5.00
.
Resident students
General expenses . . . . . . . . . . . . . . . . . . . . . . . $22 3. J o to 2 38.5 o
Room and Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223.00
Special, music, or course fees. . . . . . . . . . . . . . . .2.00 to 35-00
Total, approximately . . . . . . . . . . . . . . . . . . $448.50 to 496.50
Off-campus students
General expenses . . . . . . . . . . . . . . . . . . . . . . $223.50 to 2 38.5 o
Special, music, or course fees . . . . . . . . . . . . . . . . .a.oo to 3J .OO
Total, approximately . . . . . . . . . . . . . . . . . $ ~ L J . J O to 273.50
PAYMENT OF ACCOUNTS
All bills for tuition, room, and board are payable in advance at
the beginning of each semester. When necessary, special arrangements may be made with the Treasurer for partial payment and
payment of the remainder in monthly installments. If such installments are not made regularly, a charge of fifty cents per month
is made on balances over $50.00; otherwise twenty-five cents per
month. All accounts must be paid /before a student is permitted
to register for a new semester.
Exchange will be charged on all out-of-town checks.
REFUNDS
Students who cancel their registration before the middle of any
semester pay tuition at the rate of $ I 1.00 per week for the time
during which they have been in attendance. Students who cancel
out after the middle of the semester receive no refund of tuition.
No refunds are made of the Matriculation and Student Activity
fees. Course fees are paid a t the rate of 10% per week by students
who cancel out before the middle of the semester.
Payments for board and room are refunded in proportion to
the time students have been in residence. Students who move out
of dormitories but do not cancel out of school are charged the full
semester room rent.
' Subject
to change.
STUDENT AIDS
Financial aids in the form of loan funds, scholarships, and employment assistance are available at Augsburg. Students must
meet certain requirements to qualify for loans or scholarships.
The college gives assistance to students in securing work both m
and off the campus.
Several loan funds have been established to assist students in
working out their financial problems. Loans may be arranged at a
reasonable rate of interest for various periods of time.
The General Student Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club. It extends assistance to members of all classes.
Tbe John and Anna Jorgim Gregory Theological Student L m
F.acnd is available to students who are re paring for the ministry.
The Student Aid Fund of the Zion Lutheran Hoar, established
under the auspices of Zion Lutheran Church of Minot, N o d
Dakota, likewise extends loans to students preparing for the mini s ~ ~ .
Arrangements for the loans are made through a conference with
the Dean of Students, chairman of the faculty committee on
student loans. In addition to arranging loans, the committee
counsels students on hancial matters with the objective in mind
of helping the student work out a satisfactory plan for his finances.
Prize Scholarships, amounting -to tuition for the second half of
the Freshman year, are offered to the highest ranking boy and zhe
highest ranking girl in each Minnesota high school graduating
class. Outside of Minnesota a limited number of scholarships of
this kind are awarded to students of superior ability.
The George Sverdrup Graduate Fellowship was established by
the Board of Trustees of Augsburg in 1947t o honor the memory
of George Sverdrup, President of Augsburg from 1911 to ~ 9 3 7 .
It is awarded annually to an Augsburg graduate of outstanding
character and ability who
to prepare further for the vocation
of teaching, The amount of the Fellowship is five hundred dollan.
The Kiitb E, H o f m m M m w i n E Schddrship was established in
S, Hoffman of Minaeapolis in
memory of their son who gave his life in the conquest of O k i n a ~ ~ a .
The schoIafs)lip consists of the income f tom a fund of $1~075
and
is awarded annually to a student selected on the basis of academic
achievement, personal character, and ability in the field of athletics.
1945 by Mr. and Mrs. Charles
The Lutherm Brotherhood Scholarship of $300 is provided by
the Lutheran Brotherhmd Life Insurance Society and awarded
each fall to an ouwtanding Lutheran college senior. The student
is selected by the college in the spring of the junior year on the
basis of religious leadership and scholastic standing.
The Augsburg College Women's Club SchoImship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship.
The Adolph Paulson Memurial Prize, from a fund established
by members of the Paulson family in memory of Professor Adolph
Paulson who taught Social Science at Augsburg from 193o to I 93 5 ,
is awarded annually to a college student for the best essay written
on an assigned subject in the general field of Christian Sociology.
The amount of the prize is $40.00.
The Celia Fredr2ckson Scholarship consists of the income from
a fund of one thousand dollars. It is awarded annually to an Augsburg student from the Larnberton, Minnesota, parish of the Lutheran Free Church.
The Greater Augshrg Alumni Association Schlarship of $ 2 5 0
is awarded annually to an outstanding alumnus of Augsburg in
order to encourage and assist promising students in the carrying
out of projects of graduate study.
The W m n ' s Missionary Federation Scholarship is awarded by
the Federation to returned missionaries pursuing further study or
to Lutheran students of recognized Christian character and good
scholastic records who are making preparation for mission work
in evangelistic, medical, educational, literary, agricultural, or other
Augsburg Choral Club. The Choral Club serves as a preparatory choir, and also trains for concerts which are given both in
the Twin Cities and in other parts of Minnesota and neighboring
states.
Augsburg College Band. In addition to presenting its fall and
spring concerts the Band gives practical experience in instrumental
music and thus furnishes training for the prospective teacher.
The Mak C h m affords opportunity to those interested in this
special type of group singing. The chorus meets once a week.
Miscellaneous Grmps. In addition to the Choir, Choral Club,
Male Chorus, and Band, there are at Augsburg many smaller musical groups, both ~ o c d
and instrumental. For many years Augsburg
bas sent out duos, trios, quartets, and s;milat. groups among the
churches. These organizations are w d y formed and directed by
the students themselves, subject to the approval of the music
department.
AWARDS
Honors are given each spring at the Honor Convocation in
recognition of students who have taken noteworthy part in student activities.
The Class of 1918 Oratorical Cup was presented to the College
as a prize to arouse interest in oratory. The name of the winner
of the annual contest is engraved upon the cup, which is to remain in the possession of the College and is placed on exhibition
in the Science Hall.
The 1927 Class Cup for Scholmsbip is awarded to the Senior
student of highest scholastic standing who has attended for at least
two years.
The 1925 Class Cup in Athletics is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943,is awarded annually to the student who is judged to
be the most valuable player on the basketball team.
Student Personnel Services
ADMINISTRATION
Students entering college face many new situations and prablerns. Some problems disappear soon after enrollment but others
grow during the four years. In order to give the greatest help to
students in these circumstances, Augsburg College has developed
a number of student aids combined under the general title
of Student Personnel Services. Included are Freshman Days and
orientation, testing, counseling, housing and food service, health
and recreation, iinancial aid including student employment and
loans, and student activities. Graduating seniors and alumni benefit
from the services of the Placement Oflice. Coordination of these
services is centered in the oflice of the Dean of Students. The
planning and policy are formulated by the Personnel Committee.
FRESHMAN ORIENTATION
Freshmen and other new students participate in "Freshman
Days" before the beginning of classes in the fall semester. The
students take tests, inspect the college facilities, and become acquainted with their fellow students, with the faculty, and especially with their own faculty counselors. Several conferences with
the faculty- counselors are scheduled for the students, during
which they plan their program of study.
All freshmen enroll in a class in Orientation. In this course,
the students learn about standards and requirements of various
areas of college life. Methods and habits of study and related
techniques are explored. Personal health, social adjustment, personal
finances and vocational aims are discussed.
TESTING
A battery of aptitude, ability and interest tests are adrninistered free to all new students during Freshman Days. College aptitude scores, English and reading ability scores are obtained for
later use by counselors in helping students plan their programs.
Personal adjustment scores and vocational interest scores help the
students select occupational goals and future careers.
COUNSELING
The purpose of counseling is to give the student individual
help in all areas of adjustment to college life. The insight and
techniques of adjustment will also serve him later in life. Each
freshman and new student is assigned a faculty member who may
serve as his counselor for m o years. Counselors for juniors and
seniors are their major advisers. The Deans and other administrative
o0icers are general counselors to all students.
The Faculty counselor helps the student plan his educational
program and choose appropriate subjects. The student learns to
understand his own abilities and aptitudes through the analysis and
interpretation of test data by his counselor.
Through a system of referral, students 'may obtain counsel from
any member of the faculty, or from quaEed persons within the
college community.
VOCATIONAL COUNSELING
Vocational counseling is introduced to freshmen through the
use of a vocational interest test. An Occupational Information
file in the college library provides study materials for vocational
planning. Career conferences annually bring many professional
people to the campus for group sessions and individual counseling
on job opportunities.
PERSONAL COUNSELING
Students who have personal problems may find help through
discussing the problem with their counselor. Personal iinances,
housing, and similar problems are common topics of discussions.
Students who have spiritual problems may confer with their counselors, or other faculty members, such as members of the Department of Christianity and the College Pastor.
HOUSING
Sverdrup-Oftedal Memorial Hall provides housing for about
150 men. Fifty women are accommodated at Sivertsen Hall, with
Morton Hall housing twenty, Miriam House and Edda House
each housing eighteen, and Morton Annex, twelve.
The college maintains several small apartments for married students. Applications may be made in the o&ce of the Dean of Students.
Students not living at home must live in college-operated housing, and must take their meals in the college dining hall. Students
may under certain conditions be permitted to make other arrangements, after consultation with the Dean of Women or the Dean
of Students.
Residence halls are open to new students a day before regular
schedules begin and are closed within twenty-four hours after the
term closes. The rule applies also to vacations. Students who wish
to stay in residence halls during vacations must have special permission from the Deans.
Room' rent and board must :be paid in advance. Rooms are furnished except for bed linen, towels, and blankets. The women
may also provide their own bedspreads and drapes. Laundry
facilities are available in each unit. Residents are held responsible
for any breakage or injury to furniture, fixtures, or equipment,
beyond ordinary wear and tear.
ROOM APPLICATION
Application for rooms should be sent to the Dean of Students
or the Dean of Women as soon as the student receives notice of
acceptance. Room assignments are made in order of application.
Residents are reassigned for the next year before August first.
After all residence halls have been filled, students are assisted
in finding rooms in private homes. The o6ce of the Dean of Students maintains a selected list of available housing at all times.
FOOD SERVICE
The ground floor of Sverdrup-Oftedal Memorial Hall houses
a cafeteria and dining hall, a social room, and a private dining
room available to students and other groups upon request.
All students, campus and off campus, share in the privilege of
using these service units. The dining hall will furnish food ac
cost to student groups, for special parties or picnics.
STUDENT HEALTH SERVICE
The program of student health service is in charge of the Director of Physical Education and Recreation, who is assisted by the
College Physician and the College Nurse. It includes regular phy-
sical examinations, corrective measures where needed, and a schoolwide program of recreation and physical training. Infirmary
rooms are provided for the use of those who are ill. The College
Physician and the College Nurse have regularly scheduled 06hours on campus daily.
Students, faculty, and staff hive chest X-rays taken semi-annually through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The service is free.
PLACEMENT SERVICE FOR GRADUATES
The Placement Bureau assists seniors and alumni in securing
positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions and organizations
at the local as well as the state and national levels. Interviews are
arranged both on and off the campus. A registration fee and a
small placement fee are charged.
Augsburg College
ACADEMIC ADMl'NISTRATION
Admission Procedure
Application for admission should be made on the regular admission form, which can be secured from the Ofice of Public Relations of from the Oflice of the Registrar. These forms are generally available also in Minnesota high schools. The application,
together with the high school record, previous college record, if
any, two letters of recommendation, and a small photograph,
should be sent to the Of6ce of Public Relations. A student seeking
admission in the fall semester should apply not later than September I 5 and for rhe spring semester by February I.
Requirements for Admission
Augsburg College admits as students, men and women of good
moral character and sound health who appear to have the ability
to succeed in college. Estimate of ability is determined by rank
in the high school graduating class and in the college aptitude test.
The normal basis for admission is the completion of the courses
of grades nine to twelve in an accredited high school. No definite
pattern of subjects is required, but it is recommended that the last
four years of high school include four units of English, or three
units of English and two of a foreign language, two units of social
studies, and one unit of mathematics. A unit is defined as a course
covering one academic year and equivalent to at least 120 hours
of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and
their achievement in a college aptitude examination and an English
achievement test.
Applicants who are not high school graduates but who give
evidence of suf6cient maturity are considered for admission upon
recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational
Development Tests on literary materials, social science materials,
and natural science materials.
For most graduates of Minnesota high schools the results of the
college aptitude and English achievement tests are available in ad-
vance if they have been taken in the state-wide testing program.
The General Educational Development tests are available to service
men through the Armed Forces Institute. All tests may, however,
be taken at Augsburg by arrangement with the Registrar.
The College reserves the right t o reject the applications of students whose previous records or aptitudes, as measured by tests,
indicate they may have di&culty with college work.
Deficiencies
Applicants who have been accepted for admission with a deficiency in English will be required to register for a special course
in English. Such deiiciency and the requirements with regard
to additional training will be determined at the beginning of
&e Freshman year by means of tests. The requirements include
the attainment of d e h i t e standards as to spelling, grammar, pronunciation, and general correctness in the use of the English language.
Transfer and Advanced Standing
Students are accepted by transfer from other institutions if they
did satisfactory work and were otherwise in good standing there.
If their previous work was unsatisfactory, they will be admitted
at Augsburg only under special circumstances.
Advanced standing in any subject is granted to students who
present satisfactory credentials from other institutions. In certain
(cases advanced standing is granted on the basis of examinations.
This is true of veterans whose achievement in the college General
Educational Development Tests warrants the granting of some
Junior College credit.
Admission of Veterans
Veterans may study at Augsburg under Public Law 16, 346,
and 550. The veteran must secure a certificate of eligibility from
the regional office of the Veterans Administration and present it
.at the time of registration.
In order to receive college credit for experience in rhe military
services, the veteran must present a photostatic or certified copy of
his Separation Record at the Registrar's Office. Evaluation will
;bemade according to the recommendations of the American Coun-
cil on Education. Veterans who have completed basic or recruit
training will be granted a total of 4 semeaer credits, 2 in hygiene
and 2 in physical activities. Some college credit is given for the
completion of the work in certain service schools, for some courses
taken through the Armed Forces Institute, and to junior college
students for satisfactory performance on the college General Educational Development Tests.
Registration
Students who have 'been accepted for admission should register
on the days designated in the Calendar for this purpose. Students
who register Eater &an three days after classes begin are charged
a late reginration fee of $3.00. No student may register for or
enter a course later than two weeks after the beginning of classesIn registering, care should be taken to include the Junior College
requirements during the first two years. However, if such registration is delayed beyond the second year, a student will neither be
required nor permitted to register beyond the allowed number of
credit hours per semester in order to make it up.
No credit will be given a student for any subject for which he
has not registered. The college reserves the right to cancel any
course for which there is not suflicient registration.
Registration means that the student accepts all the rules and
regulations established by the school.
The normal registration is 16 credit hours. A credit hour is
defined as one recitation period a week throughout a semester.
The privilege of registering for more than 17% credit hours
may be granted only to students who have gained an average
record of B, or two honor points per credit, in their previous
college studies. Exceptions ro this rule may be made ander certain
conditions determined by the Admissions and Scholarship bmittee. No student is permitted to carry work for more than
20 credits per semester.
Students working part-time are urged to arrange the amount of
their registration accordingly.
In case a student desires to make m y changes in his registration,
hc rnnse obtain a form from the Registrar's office on which he may
make application, mating clearly his reasons for desiring the change.
ApprovaI of the teachers concerned and the student" adviser
and t h e Registrar must be obtained before a change will be permitted. A course which is abandoned without being cancelled through
she Registrar's Office d l result in a grade of F.
Changes of registration which involve the adding of courses
.cannot be made later than two weeks after the beginning of classes.
Changes which involve canceling a course cannot ,be made after
the middle of the semester.
A fee of $1.00 is charged for each change of registration after
the beginning of the second week of classes.
A student who 6nds it necessary to leave school before the end
of a semester must cancel his registration at the Registrar's oflice
in order .to remain in good standing.
UNIVERSI'IY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registration will
not be dowed unless t h e student has a grading of C average, or
r honor point per credit, in his courses a t Augsburg. Also, the
combined number of credits in any semester must not exceed r7.
T h e credits thus gained at the University may be transferred to
Augsburg College and counted towards graduation.
CZassification
In order to be classified in one of the college classes, a student
must be carrying a minimum of twelve hours of work in which
college credit is given.
Cladcation is based on the attainment of the following number of credit hours together with an equal number of honor poina:
Scpbomare, 24; Juaior, 58; Senior, 92.
ClassScation for the Catalog, the Student Directory, and for
all other purposes is determined by this regulation.
Probation and Elimination
There will be a meeting of the Admissions and Scholarship Committee at the end of each semester t o consider students who are
doing unsatisfactory work, in order to drop from the rolls t h
students for whom further attendance is deemed inadvisable.
Freshmen who obtain honor point ratios of . j or below, Sophomores
.6 or below, and Senior College students .8 or below, as well as
students with 6 or more credits of F, at the end of a semester are
placed on probation during the semester that follows. They remain on probation until an honor point ratio of I is attained for
one semester. A student is not allowed t o remain in college on
probation for more than two semesters consecutively, except by
special permission.
In order to be eligible for membership in inter-collegiate athletics, a student must have obtained in his last semester a passirig
grade in at least 1 2 hours of college work, 6 of which must be C
or better.
Class Attendance
Regular attendance in class is required. Students who find it
necessary to be absent because of illness or for other reasons should
confer with heir teachers.
Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception
to this rule must be agreed to by the teacher of the class affected
and must be approved by the Dean of the College.
A record of attendance is kept by each teacher, and periodic
reports are submitted to the Registrar. At the end of the semester,
a record is made of the total absences of each student for the
semester.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods absent, are issued
by rhe Dean to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence
to the teacher.
Examinations
GENERALRULES
Students are urged to plan their work well from the very begiinning since tests are given periodically throughout the semester.
During the first part of each semester reports of the grades attained
~
are made to the Registrar and the counselors. In addition to this,
h a 1 reports are made at the close of each semester.
Regular written examinations are held at the close of each semester. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination without a sdicient reason
will result in a grade of failure in the course concerned.
A student who has to be absent from a final examination because of a conflict with outside work from which he cannot obtain an excuse may arrange to take such an examination during
some period after the time on which the subject is scheduled.
If a student has obtained permission from the proper authorities
to take a h a 1 a t another hour than the one scheduled, he is charged
a fee of two dollars for such an examination. The fee is to be
paid to the Treasurer of the school, and, before the student takes
an examination, he must obtain a statement from the Registrar's
o6ce and bring it to the teacher concerned. The teacher will give
no examination before he has this statement.
A condition or an incomplete received at the end of the semester
must be removed within the first five weeks of classes of the following semester of attendance. Extension of this time may be
made by the Registrar's O&ce in cases of illness. If incompletes
and conditions are not removed within the time allowed, the condition automatically becomes a failure and the incomplete may
be changed to a passing grade only when the average of the previous work is d c i e n t l y high. The final grade after the condition
examination is taken may not be higher than D. A fee of $2.00
is charged for an examination making up an incomplete or a condition received at the end of a semester.
Comprehensive examinations may be permitted in courses in
which the Admissions and Scholarship Committee feels the student
has adequate preparation or background. Students who wish to.
take a comprehensive examination must apply in writing to this
committee. When permission is granted, the necessary approval
forms may be secured at the o6ce of the Registrar. A fee of $5.00
is charged for each examination and must be paid in advance.
Examination questions and the answers will be filed in the Registrar's oace.
Grade Values
A-Superior, 3 honor points per credit
&Very good, 2 honor points per credit
C--Satisfactory, I honor point per credit
D-Passable, no honor points per credit
F -Failure, minus I honor point per credit
E-Condition
I -Incomplete
GRADUATION REQUIREMENTS
In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, md
grades. A student who plans to graduate from Augsburg is wged
to study the requirements as outlined in Ehis section of the mtatog
and in the department in which he plans to major. It is the responsibility of the student to see that he incIudes the * w i d
subjects at the right time in his program of studies. f i e faculty
advisers, t h e Dean, and the Registrar d gladly assist him in planning his program.
Junior College
For a proper distribution of subjeers among the fundamental
fields of knowledge the following c r e d i ~are required of all students in the Junior College, Iaying the basis for study in professional fields or for a general college education.
Group A Christianity
r credits each semester
6 credits
Group B English: Course 1-2 or 3-4
Students exempted from Freshman English must earn 6 credits in literature.
3 credits
Speech: Course I I
Group C Foreign Language (Norwegian, French,
Spanish, German, Latin, Greek, Hebrew) I credits
Students who have studied a foreign language for three years in high school are
exempted from this requirement.
Group D Social Sciences: Hist. 1-2, or Soc. I and
3 other credits in Sociology, or Phil. I 5 , I 6
(Humanities)
6 d t s
Group E Natural Sciences
8 credits
Group F
Health and Physical Education: Course
3% 3by4% and 4b
Psychology required in certain fields
0rien.tation required of all Freshmen
Senior
2,
4 credits
4 credits
I
credit
College
b tJOR
~ AND M~NORS
A student is required to complete a major and one or more
minors for graduation. The major subject is determined by the
student's aims as well as by his particular interests and aptitudes
as shown in the quality of work he does in the Junior College.
It is well for the student to know in his Freshman year what
major line of study he will pursue. Students who are still undecided as to their major choice when they appear for registration in
the Junior year, should, before they register, consult with a faculty
counselor and with heads of the various departments to determine
their field of major work. In planning the major, a student is required to consult with the Head of the Department offering the
major. Majors are offered in the following areas: Christianity, Philosophy, Greek, English, Speech, Music, History, Sociology, Social
Science, Business Administration, Business Education, Home Economics, Biology, Chemistry, Natural Science, Mathematics, and
Physical Education.
For major and minor requirements as to hours of credit see
departmental statements.
ELECTIVES
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge and
culture, as well as among the correlatives of the major. Senior
College students should, as a rule, choose their electives from
courses designated as Senior College Courses. At least thirty credits
in Senior College Courses must #be completed for graduation.
Courses numbered a,bove 50 are designated as Senior College
Courses.
TOTALCREDITS
AND HONOR
POINTS
The amount of work required for graduation comprises a
minimum of 128 credits with an average grade of C, or one honor
point for each credit. A credit equals one recitation period a week
throughout one semester.
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with a
grade of A. An average of 128 honor points must be attained for
the 128 credits required for the A.B. degree.
ENGLISH
PROFICIENCY
In order to qualify for the A.B. degree a student must demonstrate a proficiency in the writing and speaking of English.
RESIDENCE
REQUIREMENT
To receive the A.B. degree the candidate must spend at least
the concluding year for such a degree in residence.
DEGREE
WITHDISTINCTION
The A.B. degree with distinction is conferred as follows:
Average honor points
per credit
2.8-3.0
2.5-2.79-k
2.1-2.49+
Distinction
Summa Cum Laude
Magna Cum Laude
Cum Laude
Only students who have spent a t least two years in residence
are eligible for honors.
In order to receive a recommendation for graduate work, a
student must attain an average grade of By or two honor points
per cmdit.
CURRICULUMS
..
The following m s e s of study are outlined as guides for the
student and his adviser in planning a program which will prepare
him for the vocation of his choice.
T h Christian Ministry
Completion of the pre-seminary curriculum qualifies the student
for admission into the three-year course in the Theological Seminary, which prepares students for the Christian ministry as pastors
or missionaries. The following program gives the approximate
pre-seminary course. Separate curriculums have been worked out
by which a student may major in History, or Philosophy, or English, or Sociology. The student should seek the counsel of the
Seminary adviser as early as possible, as variations according to
the major chosen may affect the choice of courses even in the
~reshmanyear.
Seminary adviser, Mr. Hdland.
Freshman
Christianity . . . . . . . . . . . . . . . - . . - 4
Orientation . . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . I
Freshman English . . . . . . . . 6
Foreign Language . . . . . . . . . . . . . . 8
European Civilization . . . . . . . . - . . 6
or Natural Science, 8 Cr.
Sociology . . . . . . . . . . . . . . . . . . . . . 6
-
Sophomore
Speech . . . . . . . . . . . . . . . . . . . . . . .
Nanual Science . . . . . . . . . . . . . . . .
or English Literature, 6 Cr.
New Testament Greek.. . . . . . . . . .
Psychology . . . . . . . . . . . . . . . . . . .
History . . . . . . . . . . . . . . . . . . . . . . .
or English Literature, 6 Cr.
Physical Education . . . . . . . . . . . . .
6
8
8
4
6
r
-
34
33
New Testament Greek. . . . . . . . . . 8
- 8
Foreign Language . . . . . . . . Humanities or Philosophy. . . . . . . 6
Hatory or English.. . . . . . . . . . . . . 8
Hymns of the Church. . . . . . . . . . . 2
Senior
Youth Work in the Church. . . . . . z
Principles of Christian Education . ' z
History or English.. . . . . . . . . . . . . 8
Philosophy or Logic... . . . . . . . . . . 3
Ewnomiu or Education.. . . . . . . . 6
English (for major or minor). ... 6
Electives . . . . . . . . . . . . . . . . . . . . . 3
Junior
The foreign language requirement includes I 6 semester credits
in Greek, and 16 semester credits in Latin, German, or Norwegian.
The purpose of this course is to train men and women for effective service in the Church at home or abroad; that is, as teachers
in vacation, week-day and Sunday schools, as youth leaders, and
as parish workers. The course is so arranged that the student will,
upon its satisfactory conclusion, receive the A.B. degree and also
a certificate indicating that he is a qualified parish worker.
Students interested in becoming parish workers should consult
with Mr. Stensvaag, parish work adviser.
The suggested schedule provides for a minor in Christianity and
makes it possible to plan for a major in History, English or Sociology. It is also possible to plan for a major in Christianity with a
minor in Home Economics or some other field. The courses essential for the securing of the Parish Worker's C e d c a t e are italicized
in the outline below.
Sophomore
Freshman
Basic Bibk . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . .
Natural Science . . . . . . . . . .
Elementary Typewriting . . . .
Principles of Sociology . . . . . .
Social Problems . . . . . . . . . .
Orientation . . . . . . . . . . . . . . .
Physical Activities . . . . . .
Electives . . . . . . . . . . . . . . . . . -
Christianity . . . . . . . . . . . . . . . . . 4
Beginning Public Speaking . . . . . . 3
Types of Public Speech.. . . . . . . . . 3
Foreign Language
. . . . . . . . . . . . . .,
8
General Psychology . . . . . . . . . . . . 4
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Activities . . . . . . . . . . . . . . I
Electives . . . . . . . . - . . . . . . . . . . . 7
-
Senior
Junior
Tbe Missionary Enterprise . . . . . . . . z
Principles of Christian Education. . . z
The Christian Churches . . . . . . . . . z
The Lutheran Church . . . . . . . . . . . 2
Social Psychology or Urban Sociology . . . . . . . . . . . . . . . . . . . . . . . . 3
Dramatics . . . . . . . . . . . . . . . . . . . . . 3
Story Telling . . . . . . . . . . . . . . . . I
Elementary Shorthand . . . . . . . . . 6
Recreational Activities . . . . . . . . . . I
Electives . . . . . . . . . . . . . . . . . . . . . . 10
32
Parish Work . . . . . . . . . . . . . . . . . . 2
Youth Work in the C h r c b . . . . . . , 2
Educational Psychology . . . . . . . . . . 3
Hymns and Music of the Chwcb. . 2
Fundamentals of Journulism . . . . . . z
Crafts . . . . . . . . . . . . . . . . . . . . . . . . z
Survey of Sock! Work Field. . . . . . 3
Firsf Aid . . . . . . . . . . . . . . . . . . . . . I
Secretarial Practice . . . . . . . . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . - 1 2
Each state sets certain requirements for obtaining a teacher's
c e d c a t e . The course outlined below satisfies the requirements for
a c e d c a t e for high school teaching in Minnesota. The same program will meet the demands set by most of the neighboring states.
The student should apply to the Department of Education for
admission to the Education curriculum during his Sophomore
year. Admission will be determined by a committee on the
basis of scholarship and other qualifications. In addition to departmental majors, broad majors for teaching may be secured in
natural science, social science, and business education.
F , A
Christianity . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization . . . . . . . . . . . 6
Foreign Langwge or Natural
Science . . . . . . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Elective . . . . . . . . . . . . . . . . . . . . . . 4
Junior
Christkmity . . . . . . . . . . . . . . . . . . . 4
Educational Psychology ......... 3
Teaching in High School. ........ 3
Philosophy . . . . . . . . . . . . . . . . . . . . 6
Group Labontory Experience. . . . . . 2
Electives in Major or -or.
.... -14
-
Sophomore
Christianity . . . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . . .
Foreign Language or Natunl
Science . . . . . . . . . . . . . . . . .
Psychology . . . . . . . . . . . . . . .
Physical Education . . . . . . . .
Electives . . . . . . . . . . . . . . . . . .
Senior
Christianity . . . . . . . . . . . . . . . . . . . 4
Principle of Guidance. . . . . . . . . . . 3
History and Philosophy of
Education . . . . . . . . . . . . . . . . . . 3
Observation and Practice
Teaching . . . . . . . . . . . . . . - 4 or 5
Special Teaching Methods. . . . . . . . 3
Electives . . . . . . . . . . . . . . . . . . . . . .14
-
The program in business administration is intended for students
who are planning for work in the fields of business and industry.
The
course affords thorough preparation for a business vocation
and results in a Bachelor of Arts degree.
Fresh
Christianity . . . . . . . . . . . . . . . . . . .
Freshman English . . . . . . . . . . . . . ..
European Civilization or Sociology. .
Principles of Accounting.. . . . . . ..
Foreign Language . . . . . . . . . . . . . .
Orientation . . . . . . . . . . . . . . . . . . .
Health . . . . . . . . . . . . . . . . . . . . . . . .
Physical Education . . . . . . . . . . . . .
4
6
6
6
I
r
I
I
Junior
Christianity . . . . . . . . . .. . . . . .. . . 4
United Stater History... . . . . . . . . 6
Bwiness Law . . . . . . . . . . . .. . . . . . 3
Advanced Accounting . .. . . . . ... 5
Finance and Investment.. . . . . . . . . j
Money and Banking . . . . . . . . . . . . 3
Elective crediu . . . . . . . . . . . . . . . .ro
Sophomore
Christianity . . . . . . . . . . . . . .. . . . .
speech . . . . . . . . . . . . . . . .. . . .. . .
Natural Science . . . . . . . .. . ... . .
Psychology . . . . . . . . . . . . . . . . . . . .
Principles of Economiu.. . . . . . . ..
I n d u c t i o n to Statistia.. . . . , . . .
Physical Education . . . . . . . . . . . . .
Elective credim . . . . . . . . . . . . . . . .
.
4
3
8
4
6
3
I
3
Senior
Christianity . . . . . . . . . . . . . . . . . . . 4
Marketing . . . . . . . . . . . . . . . . . . . . 3
Labor and Management Relations.. 3
Public Finance and Taxation.. . . . . 3
Elective credits . . . . . . . . . . . . . . . .19
Secretarial Work
Preparation for teaching business subjects in high school requires
work in the departments of Business Administration and Secretarial Studies. An outline of the requirements in business education appears under the Department of Secretarial Studies.
The following one year program is outlined as a preparation for
certain o6ce positions. Completion of the second year provides
more advanced training. A student who has had similar courses
in high school may be admitted to advanced classes on the basis of
a proficiency test.
First Year
Chrirtianky . . . . . . . . . . . .. . , . , - .
Freshman English . . . . . . . . . . . . .
Elementary Shorthand . . . . . . . . . .
Elementary Typewriting . . . . . .
Intermediate Typewriting . . . . . . . .
Consumer Education . . . . . . . . , . . .
P.rinciplw of h & g . .
.. . . .. .
Orientation . . . . . . . . . . . . . . . . . . . .
Physical Eduxtion . . . . . . . . . . . . . .
Health . . . . . . . . . . . . . . . . . . . .
Second Year
4
6
6
I
2
2
6
I
I
2
- s t y
.. . .
. . ....
Speech . . . . . . . . . . . . . . .
Advanced Typewriting .
Advanced Shorthand . . .
Psydlology . . . . . . . . . ..
Secretarial Practice . . . . .
Office Machines . . . . . . .
Physical Education . . . . .
Electives . . . . . . . . . . . . .
Vocations in Home EEonomics
From the vocational point of view, the work in the Department
of Home Economics is intended to prepare students for homemaking, to equip them for the teaching of home economics in
high school, and to give them the &st two years of the training
required for such vocations as dietetics, institution management,
home economics in business, home economics and journalism, and
home economics extension.
Each student who plans for a vocation in this field should consult members of the home economics staff about the details of the
program when she begins her college work. The teaching major
is described in the catalog on page 90.
Most medical schools require a minimum of three years of college
education, but premedical students often h d it advantageous to
complete their college work before entering the medical school.
The following program will meet the requirements of most medical
schools, but it is advisable for the student to study the requirements of the medical school to which he plans to apply.
Freshman
Christianity . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Sociology . . . . . . . . . . . . . . . . . . . . . . 3
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical Analysis . . . . . . . . . . . . . . . . . . . . . . . I 0
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
-
Sophomore
Christimity . . . . . . . . . . . . . . . . . . . 4
German ...................... 8
Zoo~ogy . . . . . . . . . . . . . . . . . . . . . . 8
Psychology .................... 4
Qualitative Analysis ............ 4
Quantitative Andysia ........... 5
Physical Education ............. I
Senior
Junior
Christianity ...................4
Social Science .................. 6
Medical German . . . . . . . . . . . . . . . 4
Organic Chemistry ............. 8
Physics .......................
8
Genetics . . . . . . . . . . . . . . . . . . . . . 4
Christianity ................... 4
speech ......... , .............3
German ...................... 8
Physical Chemistry ............. 5
Electives ....................
.12
34
32
-
-
Dentistry
Preparation for the study of dentistry can generally b e wmplaed in two years. The following schedule will meet the ordinary
requirements for admission.
FreshChristianity . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . 8
Introduction to Mathematical Analysis ...................... .ro
Orientdon ................... I
Health . . . . . . . . . . . . . . . . . . . . . . . . 2
Physical Education . . . . . . . . . . . . . I
-
Sophomore
ChrisGan;~ . . . . . . . . .
Ewo~ean tion on .
Zoology . . . . . . . . . . . .
Organic Chemistry . .
General Physics . . . . . . .
Physical Education . . .
Nursing
Most hospitals prefer that applicants to their nurses training
schools have a t least one year of college. In many instances, two
or more years of college work would be desirable. A two-year
schedule may be arranged with the Registrar for those planning
to enter the School of Nursing at the University of Minnesota.
Freshmvt
...
Sophomore
...................
Freshman English . . . . . . . . . . . . . . .
csrmamg
4
6
Natural Science ............... 8
Psychology .................... 4
Sociology ..................... 6
Elements of Nutrition.. ......... 3
O k a t i o a ................... I
Physical Education .............I
33
Christianity . . . . . . . . . . . . .
History or Political Science
Humanities . . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . .
Natural Science . . . . . . . . .
Physical Education . . . . . .
Electives . . . . . . . . . . . . . . . .
The following courses of the School of Nursing of the Lutheran
Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg College. This is a part of the three-year course offered by
the hospital. Application for admission to the School of Nursing
should be made to the Lutheran Deaconess Hospital, Minneapolis,
Minnesota.
First Year
c3kriatianity . . . . . . . . . . . . . . . . . . . 2
Annomy and Phpblogy.. ...... 4
k ~ l o g y................... 3
ch&stry
....................
Psybology
....................
Second Year
3
2
-
Sociology . . . . . . . . . . . . . . . . . . . . .
I4
Medical Tecbndogy
Students may complete a course leading to the Bachelor of Arts
degree with a major in Medical Technology by completing three
years of work at Augsburg College and twelve months at General
Hospital, Minneapolis. This course prepares them for examination
for certification in Medical Technology. It is recommended that
students in this curriculum choose a minor in an unrelated field.
The following program is suggested.
F&ul
Chrittianity . . . . . . . . . . . . . . . . . . . 4
Freshman English ............. .. 6
General Zoology . . . . . . . . . . . . . . . . 8
Sodal Science ..................6
Orientathn . . . . . . . . . . . . . . . . . . . . I
Hygiene . . . . . . . . . . . . . . . . . . . . . . 2
Physical Mucation .............
I
Electives ......................4
Sophomore
Christianity . . . . . . . . . . . . . . . . . . .
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . .
General Psychology . . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . . . . . . . .
Physical Education . . . . . . . . . . . . .
Foreign Language . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . . . . . . . .
32
J.aior
Christianity . . . . . . . . . . . . . . . . . . . 4
Analytical Chemistry ........... 4
Bacteriology . . . . . . . . . . . . . . . . . . . 4
Electives . . . . . . . . . . . . . . . . . . . . . - 2 0
-
4
8
4
3
I
8
4
32
Senior
Lectures, laboratory and pnctical
work at General Hospital for
twelve months.
d
Engineering
A student may take two full years of pre-engineering at Augsburg before transferring. The course outlined below applies to the
fields of aeronautical electrical engineering, agricultural, civil, industrial, mechanical and engineering mathematics at the University of Minnesota. The chemistry and chemical engineering programs will be slightly diflerent.
Freshman
Christianity . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . . 6
Introduction to Mathematical Analysis . . . . . . . . . . . . . . . . . . . . . . . 10
Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6
General Physics . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . . I
Physical Education . . . . . . . . . . . . . I
Sophomore
Christianity . . . . . . . . . . . . . . . . . . .
Differential Calculus . . . . . . . . . . . .
Integral Calculus . . . . . . . . . . . . . . .
Differential Equations . . . . . . . . . . .
Modem Physics . . . . . . . . . . . . . . . .
Electricity and Magnetism . . . . . . .
Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . .
Survey 06 European Civilization or
Principles of Sociology and Social
Problems . . . . . . . . . . . . . . . . . . . .
z
4
4
4
4
4
8
6
Statics may be taken at the University of Minnesota in the first
quarter of the junior year, except for the course in civil engineering, in which case it must be taken in summer session.
Lau,
The following two-year program is planned especially to meet
the needs of students who purpose t o transfer to the Law School
at the University of Minnesota. It is possible t o modify the program for admission to other law schools.
Sophomore
Christianity
ti^ . . . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
Pchciplea of Accounting. ......... 6
Humanities .................... 6
~uropern&diza6on ........... 6
Orientation .................... I
Hedth ........................ z
Phpid AcrirEties .............. I
32
................... 2
Christian Ethia ................ z
Principles of Fmnomiw.. ........ 6
American Government ........... 6
Logic . . . . . . . . . . . . . . . . . . . . . . . . .
3
History of Philosophy. ........... 3
General Psychology ............. 4
History of England. .............
3
Speech or Sociology. ............. 3
Physical Activities .............. I
Social Work
For students who plan to enter the field of social work the following program is suggested. The same program is appropriate
for those who plan to enter graduate training in this field.
F~~
,Christianity . . . . . . . . . . . . . . . . . 4
Freshman English . . . . . . . . . . . . . . 6
European Civilization ........... 6
Principlcr of Sociology. , . . . . . . . . . 3
Noma1 Science . . . . . . . . . . . . . . . . 8
Orientation . . . . . . . . . . . . . . . . . . . I
Health . . . . . . . . . . . . . . . . . . . . . . . .
2
Phyacd Education ......, ..... , I
Electives . . . . . . . . . . . . . . . . . . 2.
-
Sophomore
Christianity . . . . . . . . . . . . . . . . . . . 4
American Government . . . . . . . . . .6
Foreign Language .............. 8
Psychology ...................4
Sociology ..................... 6
Physical Education . . . . . . . . . . . . . I
Speech . . . . . . . . . . . . . . . . . . . . . . . 3
35
33
J
e
⬠Y l r h b i q ...................
Principles of Economia . . . . . . . . .
Sodology .....................
PIttory of Philosophy.. .........
Eleotives .....................
Senior
4
7
Chrirti?nity ...................4
Sociology ..................... 9
Statkics ...................... 3
Electives ...................... I 6
32
32
6
9
6
-
-
Students who plan to enter the Social Work Field should conthe major adviser in the Sociology Department relative to
recommended courses, minors, and electives.
sult
A program whereby a Deaconess candidate can prepare for service in the areas of parish work, social service, high school teaching, missionary work, nursing, and secretarial work may be arranged in consultation with the Directing Sister of the Lutherdn
Deaconess Home, the Dean of Women, and the Registrar.
Divisional Organization
College courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman is appointed for
each division.
Major and minor requirements are indicated in the departmental
statements.
DIVISION
OF RELIGION
AND PHILOSOPHY
W .Stensvaag, Chuimra#
Christianity
Philosophy
Mr. Olson, Cbrr)rmcwt
DIVISION
OF THE HUMANITIES
Greek, Latin, Hebrew
English, Journalism, Speech
German, Scandinavian, French, Spanish
Music, Art
Mr. Quanbeck, Chairman
SOCIAL SCIENCES
History, Political Science, Sociology
Education, Psychology
Library Science
Business Administration and Economics, Secretarial Studies
H o m e Economics
DIVISION
OF
THE
DIVISION
OF
THE
NATURAL
SCIENCES
Biology, Chemistry, Physics
Mathematics
Health and Physical Education
Mr. Nash, Cbairma
PAWH Worn I.
2 Cr.
This course seeks to familiarize the student with the work of parish organizrtion and visitation. It ranges in scope from roul-care to surveys. Clau lectures
w i l l be supplemented by actual field work.
57.
YOUTHWORI m =E CHURCH.
2 Cr.
A study of principles, methods, and materinlr in youth work for the purpose of developing effective Christian leadership in this sphere.
58.
GOD~m%N m THE ( h TESTAMENT.
~
I.
r Cr.
The rich and varied aspects of the Hebrew life with God discovered and
made significant for our day through the study orf a number of great passages,
including selections in Isaiah and the Psalms.
59.
II.
2 Cr.
60. THEMESSAGEOF THE NEW TESTAMENT.
A discovery of the essence of the Christian Faith through a careful study of
representative sections, including passages in the Gospel of John and the Letters
to the Ephesians and the Hebrews.
Department of Philosophy
The philosophy courses seek to familiarize the student with the syatems of
thought developed by the great thinkers, to create an understanding of the
principles of sound reasoning, and to develop a Christian philosophy of life.
Major, 24 credits. Minor, 16 credits. Gurses 21, 41, 42,
for the major. Courses 41,42 are required for the minor.
4. THECHRISTIANFAITH w THE MODERNWORLD. 11.
See Course 4 under Department of Christianity.
a. CHRISTIAN
ETHICS. n.
$8
are required
2
Cr.
2
Cr.
See Course 8 under Department of Christianity.
THE HUMANITIESIN WESTERNCIVILIZATION.I, 11.
6 Cr.
A survey wurse dealing with the development of Western thought u reflected
in outstandiig works in the fields of philosophy, literature, political and social
thought, religion, and the arts. The course ir accepted in fulfillment of the
Junior College requirement in the Social Sciences.
I j, I 6 .
3 Cr.
25. LOGIC. I.
A study of the conditions, forms, a d principles of logical thought. Problem
of inductive and deductive reasoning. The nature of trurh and its relation to
hnman experience and conduct.
OF PHILOSOPHY. I, 11.
6 Cr.
41, 42. HISTORY
An historical s w e y of the outstanding men and movements in the development of phiiomphical thought from the Greeks to the modem period.
5
I.
Senior
Cdkgr Collrses
12. COMPARATIVERELIGION. I, IL
See coutse 11, 5s under Department of Christianity.
54.
HISTORY
OF POLITICAL
THOUGHT.Jr., Sr. II.
4 Cr.
3 Cr.
See course 54 under Political Science.
CONTEMPORARY
PHILOSOPHY.
Prereq. 41 or 42. 11.
3 crA survey of recent philosophical emphaser and their exprcasions in the r&
?repr of life in inodern culture.
56.
KIERKEGAARD.*
I.
3
A study of the father of existential philosophy in the setting of Scandiiviaa
Lutheranism. Special attention is given to the philosophical implicatioas of his
doctrine of the God-man.
57.
TO. Prereq. 41. IL
3 Cr.
A careful ~ t u d yand analysis of a number of the dialogues of Plato; including
selected portions of the Republic.
5 8.
60. FORMSAND ~
P
H OF P
ART.* Prereq. 3 hours in Philosophy. IL 3 Cr.
The spirit and substance of art and the art experience in their various fomu
through demonstrations, lechuer, and readings in the philosophy of art.
PHILOSOPHY
OF RELIGION.*
Prereq. 3 hours in Philosophy. 11.
3 G.
An enquiry into the nature of religious faith and the religiorrs experience
from the viewpoint of philosophy md psychology.
61.
*Not offered in 1953-1914.
Teaching minor: 18 credits above Freshman English, including courses 21,
22, 71, 91-92; and 3 credits in American literature.
A minor in speech or library science is recommended for those who plan to
teach English in high schools.
Students who plan to d o graduate work in English should include courses
75 and 76. A minor in French, German, or Latin is strongly recommended.
, ~ M E D L U ENGLISH.I.
o Cr.
For students who do not meet the minimum reauirements in the entrance
English tests. Emphasis placed on the basic principles of writing and correct
English usage. One double period per week. Offered in connection with English I.
A.
I - 2 . t FRESHMANENGLISH.I, 11.
6 Cr.
For students attaining the required standard in the entrance English tests.
A study of language, composition, and literature. Themes and research papers.
3-4.f
FRESHMAN
ENGLISH.I, II.
6 Cr.
For students who attain a high score in the entrance English tests. Interpretation of reading materials and frequent compositions.
21, 22. ~ ~ ~ ~ ~ T E R P I EOFC EWORLD
S
LITERATURE.
I, U.
6 Cr.
Reading, analysis, and discussion of some of the world's great classics, selected
on the basis of a unifying theme. Techniques of fiction, poetry, and drama.
25. E ~ P O S ~ ~ O
WR Y~ GI. Prereq.
.
1-2 or 3-4.
t Cr.
The practice of logical thinking, organization, and expression as related to
exposition and argumentation through the writing of original and research
papers. Reading and analysis of models:
26. C R E A
WRITMG.
~
11. Prereq. 1-2 or 3-4.
2 Cr.
Practice in description and especially narration from direct observation and
experience. Supplementary study of the technique and contemporary practice
of the short story. Individual and group projects.
Senior Cdlege C w s e s
C O R R E C ~WRITING. n.
I Cr.
Required of all students who show insu9icient ability in the sophomore English
examinations. Designed to develop correctness in writing.
AMERICAN
LITERATURE.I, II.
6 Cr.
The growth of American literature from colonial times to the present. Its
themes, techniques, and place in intellectual movements.
5 I , 5 2.
3 Cr.
53. AMERICAN FICTION.* I.
A study of the art of the short story and the novel in America, encentrating upon the major writers.
*Not offered in 1953-1954.
V n t i n u a t i o n course. To receive credit for
both semesters.
this course, a student must complete
AMERICAN
POETRY.* II.
3 Cr.
Selections from the major American poets from the colonial to the modern
period, with stress placed on the Romantic period. Attention to the major historical, philosophical, and literary movements.
5 5 . THE MODERNSCANDINAVIAN
NOVEL. I.
2 O.
See course g g under the Department of Scandinavian Language and Literature.
54.
THEMODERNSCANDINAVIAN
DRAMA.* II.
2 Cr.
See course 56 under the Department af Scandimavian Language and Literature.
5 6.
THEBRITISH NOVEL.I.
2 Cr.
The development of the novel in England. A study of the major novelists
and their novels.
57.
61. ENGLISHLITERATURE
OF THE ROMANTIC
MOVEMENT.* I.
3 Cr.
The development of Romanticism in England between 1798 and 1832. Stress
on the five major pets. Some attention given to the prose writers and minor
poets.
62. VICTOIUANLITERATURE.IL
3 CrWriters of the period from 1832 to 1900 in relation to the morernents in
thought and society. Emphasis placed on the two poets, Temyson and Browning.
EIGHTEENTH
CENTURYENGLISHLITERATURE.I.
z Cr.
The principal authors from Dryden to Blake. Discussion of literary movements and historical back grounds.
67.
L ~ ~ E R ACRITICISM.
RY
11.
z Cr.
A study of some basic historical texts, with emphasis on the principles and
hues which have special relevance for modem thought.
68.
INTRODUCTION
TO MODERN
ENGLISH.I.
3 Cr.
The study of American English vocabulary, sounds, and grammar. Designed
to give prospective high-school English teachers an introduction to the d y
of language.
71.
74. S ~ S P E A R E
TI..
3 Cr.
Reading of some of the plays. Attention given to the .principles of drama
and the historical background.
75. MILTON. I.
2 Cr.
A study of Milton's major poems and selected prose works in relation to the
important intellectual movements of the seventeenth century.
CHAVCER.,II.
2 Cr.
Chaucer's poetry in relation to the thought and culture af the Middle Agu.
Emphasis on The Canterbury Tales.
76.
MODERNDRAMA.'I.
z Cr.
A survey of the chief dramatists from the time of h e n . Repraentative plays
studied as literature and as theater.
8 I.
*Not offered in 1953-1954.
MODERNBNIISH ~ M T U R E
n..
z Cr.
The more important literary movements of the present century in England.
concentrating on leading authors and notable productions.
82.
ENRL~H
SEMINAR.I, IT.
t Cr.
Designed to acquaint the student with the methods and problems of bibliography and research. Selected topics in American and British literature. Limited to seniors.
91-9z.t
FUNDAMENTALS
OF JOURNALISM.
I.
z Cr.
An introduction to ,the theory and practice of journalism. When pursued in
connection with The Augsburg Echo or The Augsburgian an additional credit
may be earned. See courses 4 to 7.
I.
E D ~ THE
G SMALLPAPER. II.
2 Cr.
A continuation of course I, in which the mechanics of newspaper production
are dealt with in detail. Problems of style and policy relative to school and
church publicatioas are studied. Participation in work of Tbe Augsburg Echo ic
required.
1.
n.
FEATURE
WRITING
FOR PUBLICATION.*
2 O.
The planning and writing of feature articles and their placement in variour
publications. Ability to write good English is a requirement.
3.
Ecbo STAFF MEETINGS.I, IL
z Cr.
Studena who are regular members of The Augsbnrg Ecbo St& and who
may receive credit for .their work must register for the weekly ataff meetings.
These meetings are &o open to members of course I . Hour arranged.
4, 5.
6, 7 . Angsbnrgiar STAPF M e E m ~ s I,.
IT.
z 0.
Students who are regular members of the Augsbwgiun st& and who may
receive credit for their work must register for the scheduled weekly st& meeting.
Department of Speech
Tbe rpeech department aims to relate the development of speech to personwith the purpose of improving the adjustment of the individual to hia environment. It reeh to develop skill in platform deportment and speech cornpoaition, and to foster the habit of critical listening. Through iw courses in interpretative reading and drvnatiu an appreciation of poetry and drama is sought.
The department offen a major in general speech which prepares the student
for the teaching of speech in the secondary schools a d for graduate work in
general speech, radio, theater, or speech pathology.
ality
*Not o f f a d in 1953-1954.
+Continuation course. To receive credit for this course, a student m u t complete
both semesten.
All students are required to earn 3 credits in speech for graduation Speech II
is designed especially for this requirement.
Major: 2 1 credits above Speech 11, including courses 12, 31, 32, 51, 61, 76.
A h required is Phil. 25. English is recommended as a minor.
Minor: I 5 credits above Speech 11. For Education students, courses 12,
3 I, 5 x, 64, and 9s should be included.
4. REMEDIAL
SPEECH.Open to all students.
o Cr.
For students needing individual attention to various kinds of speech problems
such as stuttering, lisping, foreign dialect, and excessive stage fright.
3 Cr.
BEGINNING
SPEECH.Fr., SO. Offered !both semesters.
A study of basic problems of effective speaking and critical listening, with
emphasis on informative speech.
I I.
TYPES
OF PUBLICSPEECH.Prereq. I I. Fr., So. 11.
3 0An introduction to argumentation and persuasion, discussion, debate, inter-
I 2.
pretative reading, and parliamentary procedure. Pamicipation in &v
activities.
apdhg
STORYTELLING.'
I Cr.
Selection and preparation of stories for various age groups. Observation and
practice in story telling.
I 5.
z Cc.
INTERCOLLEGIATE D E B AI,~ II. Open to dl students.
The work of this group is based upon the intercollegiate debate quutian for
21, 22.
the year.
24. ORATORY.
I. Open to all students.
I Cr.
Preparation and delivery of an original oration for collegiate oratorical contests. Arrangements to be made with the instructor.
3 I. INTERPRETATIVEREADING.
So. I.
3 Cr.
Basic principles of oral interpretation of literature. Practice in reading various
k i d of prose, poetry, and drama.
3 Cr.
32. A c ~ G So.
. 11.
An introduction to the art of acting. Creation and presentation of scenes and
skits; participation in dramatic productions.
Senior College Collrses
GROUPDISCUSSION.*
Jr., Sr. I.
z Cr.
Principles and types of discussion. Practice in group discussion techniques.
5 I.
54. RADIO
SPEECH.+Jr., sr. 11.
2 Cr.
Exercises and projects in preparation and production of radio programs. Emphasis on projects suitable for speech work in secondary schools.
11, Philosophy 25. Jr., Sr. I. 2 Cr.
Applications of logic in public address. Techniques of logical criticism, ,preparation and delivery of argumentative speeches and participation in debates.
61. ARGUMENTATION
AND DEBATE.
Prereq.
*Not offered in 1953-1954.
11, Psychology 5. Jr., Sr. n.
2 Cr.
Applications of psychology in public address. Preparation and delivery od
various kinds of persuasive speeches.
62. PERSUASION.
Prereq.
STAGECUFT.
Jr., Sr. ,XI.
2 Cr.
A study in scene construction, lighting, and costuming with emphasis en high
school theatrical productions. Lrboratory experience in dramatic productions.
64-
STAGEDIRECTION.* Prereq. 32. Jr., Sr. II.
2 Cr.
Theory of stage direction, exercises and projects in blocking a d directing
play reheamls. Laboratory experience in dramatic productions.
66.
SPEECHHYGIENE.+
Prereq. Psychology 5. Jr., Sr. II.
z Cr.
Principles of mental hygiene in relation to personality and development of
speech habits with emphasis on the role of the classroom teacher.
74.
76. SPEECH PATHOLOGY.
Jr., Sr. II.
3 Cr.
Detection and correction of speech defects. Field trip to speech clinics;
labontory experience in speech therapy. Designed especially for teachers and
social workers.
TEACHING
OF SPEECH.Sr. I.
See Course 9 5 under Education.
91.
1%
Cr.
Department of German
Ma. LANDA,MR. BIUENS
The general aim of rhc c o m a in German is to help the student develop an
understanding of the German idiom and an appreciation of the ethical d
earhetic values contained in German literature. In pamcular, the aim b to prod e technical a&g
for the student who plans to study theology and for the
candidate for higher academic degrees.
&r,
24 credits. Course 5-6 does not count toward a minor.
BEGINNING
GERMAN.I, 'n.
A rtndy of the grammar and vocabulary of rhe German language ao
& attains a reading howledge.
I-2.t
8 Cr.
&t
the
M O ~ GN
~ O S AND
E
POETRY.I, 11.
8 Cr.
This course continues to build up the vocabulary of the student ,through cbe
3-4.t
study
of easy prase and poetry.
MEDICALGERMAN.Prereq. 8 Cr. in German. I, 11.
Training in the reading of professional articles written in G e m .
j-6.t
4 Cr.
*Not offered in 1953-1954.
IC~ntinuationcourse. To receive credit for this course, a student must complete
both Sam-.
Senior Colkge Courses
GE~WW ~ N R KI, n.
Reading of standard authors. Brief survey of German literature.
74. TEACHING
OF GERMANIC
LNGUAGP).
Sr. I.
a ~ a .
fI,52.
I
% Cr.
Department of Scandinavian Language and Literature
MR. OLSON,MR. LANDA
Thir Department aima ,to impart to the rtudent the knowledge of a foreign
language as s factor in stimulating a sympathetic interest in the people for
whom it is the main channel of expression. It also aims to give the mmdent r
working knowledge of rhe Norwegian language. It furthermore seeks to develop
an interest in the history of the Norwegian race, as well as to transmit to American life the best of the cultural heritage of the Scandinavian peoples.
Minor, 24 creditr.
14.t BEGINNING
NORWEGIAN.
Fr. I, If.
8 Cr.
Reading, translation, spelling, and exercise^ in writins and in pron-ciation.
3-4.f
INTERMEDIATE NORWEGIAN.
SO. I, n.
6 Cr.
Further etudy of grammar. Reading of standard authors. Brief survey of
Norwegian literature. Composition.
I I.
HISTORY
OF THE SCANDINAVIAN
COUNTRIES.
I.
3 Cr.
A brief survey of the history of the Scandinavian peoples.
16. SOCIALDEVELOPMENT
OF MODERN
SCANDINAVIA.
11.
3 Cr.
A survey of wcial .thought and life in Scandinavia from 1815 to d o prerent
day, studied a g k t , h e background of , h e general conditionr in Europe.
Senior Colkge Courses
3 Cr.
N
LITERATURE:EARLIERPERIOD.*Jr.. Sr. I.
3 I. M O D ~ NORWEGIAN
A d y of Wergeland, Welhaven, Jonv Lie, ind othen.
3 Cr.
Bj#mron and Ibaen are studied erpeciall~,through selected wurb.
NOVE
*L.
Prereq. 3-4, or rix credits in litera$1. THEMODERNSCANDINAVIAN
2 Cr.
ture. Jr., Sr. I.
The course includer selected norela by Jonas Lie, Sigrid Undset, S e h Lagerlgf, and otherr. Knowledge of a Scandinavian language not required.
SCAND~AWAN
DRAMA.*Prereq. 3 -4, or six credio in litera$ 6 . THEMODERN
2 Cr.
ture. Jr., Sr. II.
The course includer dramas by Bj#nwn, Ibren, and Strindberg. Knowledge
of r Scandinavian language not required.
14. MODERNNORWEGIAN
L~ZMTIJRE:
h m a PERIOD.* Jr., Sr. 11.
74. TEACHING
OF
G~urrwrcLANGUAGES.
Sr. I.
K
H G.
*Mot offered in 1913-1914.
fContinuation c o w . To receive credit for thb course, a student mwt camplete
bah -ten.
Ektivea, 4 credits fnrm
10. Hymm and Music of
ch following:
. . . . . . . . . . z G.
78. Co~~llteqoht
the Church . . . . . . . . . . . . 2 Cr. 79. o r c h d . . . . . . . . . . .s ~ r .
77. Muskd Analysir . . . . . . . . z 0. 80. Chnpo8itkm . . . . . . . . . . . . i cr.
2 credits in p b o or organ) . . . . . 6 Cr.
Applied Music (includingat
A Teaahkg Major (36 oredim) requirw ampletion of ohe following:
EarTmhha . . . . . . . . . .4 C r . 55-56. MvancedHarmony . . . 4 C h .
61-62. Instrumental T-uc
1. History a d Literature
of Musit . . . . . . . . . . . . . . . . 2 Cr.
or*
I, 2.
Appreciation of Mu&. . . . .z Cr. 63-64. Choral Technique . . . 4 Cr.
y . . . . . . . . . . . 4 Cr. 65, 66. Conducting. Jr.
. . 4 Cr.
Ed. 87, 88. Teachiug of Grade and High School Music. . . . . . . . . . . . 4 Cr.
8.
15-16. b
Electives, z d t s froan the $allowing:
M u i d Analysis . . . . . . . . 2 Cr. 79. Orchcdtration . . . . . . . . . . .
z Cr.
Counmpomt . . . . . . . . . . .2 Cr.
Applied Music (inc1diug st k t 2 credits in ,piano or organ) . . . . . . . . . 6 Cr.
of dl
C h public recital in each of the jfunior and senior yeam ia
77.
78.
mvsic ~ . o r s .
Minot (26 credim) nquirea campledon of h e &&owing:
EPI Trrining . . . . . . . . . . 4 Cr. 7, 8. Appreciation of ~ u s i c... 4 Cr.
History and Literature
15-16. Hmmny . . . . . . . . . . . . 4 Cr.
A Grad&
I.
5.
2.
of Music . . . . . . . . . . . . . . . . z Cr.
Electives, 4 credits from
10. Hymm and M& of
77.
M M d M y s i r . . . . . . . . 2 Cr.
the following:
65, 66.
Condacthg
. . . . . . . . . 4 Cr.
ah . . . . . . . . . . . . 2 cr. 78. Counterpoint . . . . . . . . . . . 2 Cr.
55-56. A d d Harmony . . . 4 &.
Applied Music (in w h i d at least z credits must k earnd in privaa lesaras in
the
either v
d or iastnunental music) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 0.
A Teaching Minor (26 oredits) requires completion of the following:
2. EarTdnhg . . . . . . . . . . 4 C r .
65, 66. Conducting. Jr. . . . . . .4 Cr.
I 5-16.
Jhrmony . . . . . . . . . . . 4 0. 77. Musical Andpis . . . . . . . . . 2 Cr.
61-62. Instrumend Technique
Ed. 87, 88. Teaching of Gnde d
ar
High School Music . . . . . . . . . 4 Cr.
63 -64. Choral Technique . . . . . 4 Cr.
Appkd Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Cr.
I,
A student securing a major for teaching should be prepared for both Mcch and inairumental work. Unless he takes both techniques coums, his work in applied Murk.
except for the required credits in Piano, must be in instrumental music if he rqidun
far Choral Technique, and In vocal music if he registers for Instrumental Technlqua.
Two sanatsr crsditr are given for m c m k h i p fw OM ym in the Cbir, the
Chord Club, or the Band. One credit igivm for mcmbmhip for OTW ye* L
&e Male Chorus. Gedits are a t gmnttd for lem .&an two d e . complete
-ten.
One credit pcr -ester
i grand to d m * taking s minimum of rirvm
rhhy-aniuute lttsons per smrcntr in either voice, piano, or o r p .
Fees per senaester:
Choir $5.00, Choral Club $2.50, Voice $35.00, Piam $35.00, Organ $35.00.
Pizno rend $8.00, Organ $so.oo.
( R e n d entitla the student to use the instmument for I b
u
r per day.)
I, 2.
EARTR~TNWG.
I, II.
4
A course including the basic fandamen& of mruic: mution, tctmiwlna,
rcdes, intervals, triads, rhythm, and mebdy. Special attention b given to sight
singing, ear training, elementary keyboard harmony m d harmonic dictation.
HISTORY AND L ~ R A T U ROF
E MUSIC.
I.
2 Cr.
The evolution of music from its earliest forms up to the prem~ttime. The
lira of the composers, their works and their impact on music. The literature
of music, both instrumental and choral, is strwed.
5.
APPRECIATION
OF MUSIC.
I, 11.
4 fiA course designed to develop in the student an appreciation of the world's
greattest music. Supplemented by musical illustrations. For studenta with or
without a musical background. Students should complete 7 before registering
for 8, or have consent of insuucmr.
7, 8.
10.
HYMNS
AND
MUSIC OF THE CHURCH.
n.
a
Cr.
A rurve7 wurse dealing with the development of the music of the Christ&
a m h , wirb npacid nttmtian to Protmnne Hp*mnody. Designed for the gened
.cadeat, the a t u s e dso will pmvc helpful to organka, choir directors, and pre&&am.
3;hc eoaree i~ accepted as f a g t h e requirement of a course in
aubrioniw.
IJ-x6.t HARMONY. I, 11.
4 GrApplication of the study of scales, intervals, and chord $omation in writk e r . Written work includes harmonization of figured bus md given melodisr u well nr opportunity for simple cmtive writing.
5 5-56.?
Senior College Cmrses
ADVANCED HARMONY.
Prereq. I 5-16. I, 11.
4 (2-
Conthation of ,the work begun in Course I 5-16, with zdvmced work in harmonization of figured bass and given melodies. Thorough study of modulation,
advanced chord formations, the use of suspensions, r e t a r d a b , and ornamenb
of music. Students should have mme knowledge of piano.
fOmtinuatioa coatme. To receive c d t tor this course, a
bod3
semesters.
student
must complete
61-62.? INS~UMENTAL
TECHNIQUE.Prereq. I, z. I, 11.
4 0.
C l w intruction in string, reed, and brass instruments, preparing the prospective public school music teacher and director for work in band and orchestra.
63-64.t CHORALTECHNIQUEPrereq. I, 2. I, 11.
4 0.
C l w instruction in .the fundamentals of voice as related to singing, preparing
the prospective public school music teacher and director for work in vocal music.
65, 66. CONDUCT~G.
Prereq. I, z, or z Cr. in piano, organ, or equivalent.
4 Cr.
Jr. I, 11.
A course designed for students planning to enter the field of public school
music, u directors of vocal or inscnunental music or both, a d for those who
wish training in church choir administration and direction.
2 . Cr.
Musrclu. ANALYSIS.
Prereq. I, z, I 5-1 6. I.
A detailed study of the structute and form of music, together with the study
of the harmonies constituting any musical composition.
77.
COUNTERPOINT.Prereq. 1s-16, 55. n.
2 Cr.
Strict counterpoint in one, two, three and four-part writing in dl the .peck.
78.
TION ON. Prereq. 15-16, 55, 77. I.
A course in arranging for band, orchestra, and chamber group.
79.
2
Cr.
80. COMPOSITION.
Prenq. 15-16, 55, 77, 78. II.
t Ca.
Composing choral and instrumental music in the variolu musical fonnt. Ssadenu admitted only upon recommendation of the department.
87.
T a n c m ~OF GRADESCHOOLMUSIC.Jr. 11.
TEACHING
OF HIGH
SCHOOLMUSIC.Sr. I.
Ofiered u Education 87, 88.
88.
r Cr.
2
Cr.
CHOIR,CHORALCLUBOR BAND. I, n.
2 0.
I, n.
I cr.
These organizations exiat not only for the benefit of the music student but
for anyone enrolled as a student who wishes to participate in group affording
the opportunity for musical expression. Credit not granted for less than two huecesrive, complete semesters.
m CHORUS.
I, n.
z Cr.
All grades of instruction are given, from elementary to rhe most advanced.
The methods are modem, embodying the system of arm weight and arm rotation. One thirty-minute lesson per week.
PIANO.
?Continuation course. To receive credit Lor this course, a student must compke
both aemerters;
ORGAN.
I, II.
2 Cr.
htmctiiin in organ technique and repertoire. Basic piano technique is recammended as a foundation. One thirty-minute lesson per week.
I, a
r or 2 Cr.
Voice instruction includes correct habits of pronunciation and articulation,
breath control, flexibility, ear training in some cases, and interpretation of aong
classics, both sacred and secular. One thirty-minute lesson per week.
VOICE.
MODELINGAND SCULPTURE
I, 11.
4 0.
Design in three-dimensional form. Modeling of portraits, human figures and
animal 'forms. Plaster casting.
I , 2.
Division of the Social Sciences
It is the general purpose of the work in & division to improve the student's
understanding of human relationships and his appreciation of their importance
and value, especially i n their Christian interpretation. The work proceeding
under the guidance of the faculty in this division is therefore intended to develop a higher grade od citizenship and to improve the individual's adaption to
his vocation.
D e p a r t m e n t af H i s t o r y and Political Science
The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and operations of
in the fields of History and Political Science. It affords preparathe
tion for graduate study and for teaching in secondary schools.
HISTORY
Major, go credits; minor, 21 credits. Students who have a major or minor i n
History and who plan to teach in this field must include History 21 and 22.
For non-majors, prerequisites may be waived on consent of the instructor.
I-2.t SURVEYOF EUROPEANCIVILIZATION.Fr. I, U.
6 Cr.
This course is a rapid survey of European history from ancient times and
up to the present. Designed to lay the foundation f o r future work in History.
I I. HISTORY
OF THE SCANDINAVIAN
COUNTRIES.I.
3 Cr.
See Course 1 1 under Department of Scandinavian Language and Literature.
21, 22. HISTORY
OF THE U N ~ STATES.
D
(F:mt semester to 1865, second semes6 Cr.
ter to present.) Prereq. 6 credits in Social Science. So. I, 11.
A survey of the life of the American people, and the development of their
ideas and institutions.
THE ~
Senior Colkge Courses
REFORMATION.
Prereq.
3 Cr.
1-2. Jr. I.
A study of the economic, social, political, cultural, and religious movements
that marked the transition from medieval to modem civilization and culture.
OF ENGLAND
TO 18oo.* Prereq. 1-2. Jr., Sr. II.
3 Cr.
52. HISTORY
5 I.
~
A
N
AND
C
KTHE
Emphasis placed upon the constitutional development of England and the
factors which shaped the background of U. S. History.
53. HISPANIC--CAN HISTORY.
Prereq. 1-2. Jr., Sr. I.
3 Cr.
A study of Latin America and its development.
"Not offered in 1953-1954.
jContinuation course. To receive credit Ifor this course, a student mw-t complete
both semesters.
5 4 EMTERNEUROPE.Prereq. 1-2. Jr., Sr. IL
3 fi.
The history of eastern Europe with emphrsis on the development of Rurri..
CONTEA~OPARY
HISTORY
OF THE UNITEDSTATES.Prereq. 21, 22. Jr.,
Sr. I.
3 0A history of the United States from about 1900 to the present, induding
consideration of international policies.
55.
Am. Gor. Jr..
3 GSr. II.
A consideration of goreign relations of the United States fnnn the Revolutionary War to the present.
56. AMERICAN
DIPLOMATIC
I-~TORY.
Prenq. U. S. Hire. or
6r. ANCIENT%TORY.* Prereq.
1-2. Jr., Sr. I.
3 Cr.
A cultural and political history of ancient civilizations and their contrib*
m modem cultures.
62. CANADIAN
HISTORY.
Jr., Sr. 11.
3 Cr.
The development of Canada from early explorations to the present, with
special emphasis on Canadian-United States relations.
6 Cr.
EUROPE.Prereq. 12 Cr. in Hist.
71, 72. NINETEENTHCENTURY
A rtudy of international relation8 ?r affected by nationalism, mcialism. indwuialirm, militarism, and imperialism. World War I and the rise of the totali&an stater and World War II.
6 Cr.
Prereq. 12 Cr. in Hist. Sr. I, 11.
81, 82. THE TWENTIETHCENTURY.*
A rurvey of recent developmenu in the world, stemming from the first World
War. Some study of current &aim in the light of historical investigation.
2 Cr.
SEMINARSr. I. Prereq. approval of hitory faculty.
101. HISTORY
A survey of historical writings and source material. A research project will
be required in this course. Recommended for students who plan on continuing
the study of history in a graduate school.
Minor, 15 credits.
41-42.t PRINCIPLESOF AMERICAN
GOVERNMENT.I,
II.
6 Cr.
Foundations of American government, making and development of the Constitution, federJ state, and local governments, citizenship, civil rights, popular
control of government, political parties, governmend f u n ~ t h u .Students m y
enter either semester.
Senior College Courses
PARTIESOF THE UNITEDSTATES.
Jr., Sr. I.
3 053. POLITICAL
A review of American partier, their organization, methods, functions, prusure group.
*Not offered in 1913-1954.
tcontinuation course. To receive credit for this course, a student must complete
both semesters.
~ ~ S P O ROF
Y POLITICAL THOUGHT.
Jr., Sr. IL
3 0A study of the
students of ,political science, .&k philofophies,
and present id- of ,political systems.
54.
56. AMERICAN
DIPLOMATICHISTORY.
IL
See course 56 under History.
3 Cr.
60. .PUBLIC
FINANCE. Prereq. for Minors in Political Science, Econ. 1 5 or
American Government. Jr., Sr. 11.
3 Cr.
See course 60 under Business Administration and Economics.
86. TEICHTNG
OF THE SOCUL STUDIES.Sr. I.
1%
Cr.
Combined Major in Sociol Sciences for Teaching
Requirement: 2 1 credits in History (including History 21 and st) and
Human Geography, and 6 credits each in Sociology, Economics, and Political
Science 41-41.
Minor in Social Scimcc
Requirement: 6 credits each in Sociology, Economics, and Political Science
41-42.
Department of Sociology
MR. TORSTENSON,
MISS JENSEN
The objectives of this Department are to give the student a better understanding of the motivating forces which operate within our country in particular, and in society in general. A study is made of the institutions through
which these forces make themselves operative. As a Christian college we have
the further goal of seeking ways by which the Christian principles can be made
to have greater effectiveness upon the forces of our society. Students may prepare to teach in high school or may lay the groundwork for further preparation in the field of social services.
Sociology major, 24 credits including Sociology I. History 1-2,or 2 1 and st,
required for a sociology major or minor.
Combined Social Science major, same as requirements listed under Department
of History and Political Science.
Sociology minor, I 5 credits including Sociology I. History 1-2, or tr and r t
a h required.
Teaching minor in Social Science, at least 6 semester credits in each af sociology, economics, and political science.
Introduction to Statistics is recommended for majors and minors in Sociology
or Social Science.
Physical Education 6 and 85 may be approved for Sociology credit by the
Sociology Department.
IN. SOCIOLOGY.
I.
A course in general sociology for nurses. Two lectures per week.
2
Cr.
PRINCIPLES
OF SOCIOLOGY.
Fr., So. Offered both semesters.
I.
3 Cr.
A study of the nature of society, its interests, attitudes, social factors, structure, controls, and process of change.
2. S o c m PROBLEMS.
Prereq. Soc. I. Fr., So. 11.
3 Cr.
The dynamic processes at the root of contemporary probluns togetha with
an analysis of the personal, family, community, and politico-economic adjustments to these processes. Social policies in the making are analyzed in terms of
these processes and adjustment problems.
14. HUMANGEOGRAPHY.
Fr., So. II.
3 0A study of geographical factors iduencing social institutions.
16. Socur. DEVELOPMENT
OF MODERNSCANDINAVIA.
II.
3 Cr.
See Course 16 under Department of Scandinavian Language and Literature.
2 I. SOCIOLOGY OF URBANLIFE. Prereq. Soc. I . So. I.
3 Cr.
Study of the city as to historical background, causw of growth, social communities, maladjustments, urban planning, housing problems, health factors,
cultural centers, and rural-urban relationships.
22. SOCIOLOGY
OF RURALLIFE Prereq. Soc. I. So. II.
3 Cr.
Study of the structural, vital, and material elements of the rural community,
and the analysis of rural institutions and social patterns of behavior. Emphasis
is placed on the dynamics of change.
23. LABOUTORY
EXPERIENCEINGROUPACTIVITI.
I Cr.
See course 23 under Education.
42. MARRIAGE
AND FAMILY
RELATIONSHIPS
j Cr.
See course 42 under Home Economics.
Senior College C w r s e s
OF THE SOCIALWORKFIELD. Prereq. Soc. I. Jr., Sr. I.
3 Cr.
5 I. SURVEY
An introductory course to acquaint the student with the scope, nature, and
functiok of social work. A survey of private and public social agencies in the
field of family welfare, child welfare, medical social work, group work, and
other community agencies.
CRJMEAND SOCIETY.Prereq. Soc. I. Jr., Sr. 11.
3 Cr.
A study of the nature of delinquency and crime in our contemporary world.
An examination of causal factors, methods of apprehension, treatment, and
prevention of delinquency and crime.
52.
THEFAMILY.Prereq. Soc. I. Jr., Sr. I.
j Cr.
A study of the &tory and function of the family as a basic institution, the
influence of modem and economic changes on family interactions, organization,
m d disorganization.
53.
PUBLICWELFARE. Prereq. Soc. I. Jr., Sr. 11.
j Cr.
A study of the basic concepts and practices of public welfare, public welfare
legislation, and public welfare agencies, and an examination of processes of
public welfare work. The course will include field trips to public elfa are
agencies.
54.
I N T ~ C U L T U R URELATIONSAND MINORITYP R O B ~ S . Prereq.
'
Soc. I.
Jr., Sr. I.
3 Cr.
Characteristics and contributions of ethnic groups in the United States, causes
and consequences of race and group prejudice, mechanism and problems of
group adjustments, proposed solutions for intercultural codicts.
55.
56.
L m o n AND ~ N A G E M E N T RELATIONS. n.
Course 5 6 in Department of Business Administration.
3 Cr.
See
I. 3 Cr.
A study of the psychological ,backgrounds of group behavior, the development
of personality in social situations, the principles of character formation, the development of public attitudes and opinion, the laws of progress, soda1 conflicts,
and social control.
61. SQCXAL PSYCHOLOGY.
Prereq. Psy. 3, 4 or 5, 6 and Soc. I. Jr., Sr.
86.
TEACHING
OF
~
I
A
STUDIES.
L
sr. I.
I
% Cr.
Department of Psychology and Education
Courses in orientation are offered to freshmen as a part of the total program
designed to assist in the adjustments that the incoming student needs to make.
The work in psychology is designed to aid the student in more adequately understanding, predicting, and controlling his own behavior as well as that uf his
fellowmen. The education curriculum has been designed primarily for those
preparing t o do high school teaching, although any student who is preparing
to work with youth is encouraged to study in this area. The work in this department will qualify the teaching graduate for a Minnesota Teacher's certificate on the junior and senior high school level, as well as for further study in
the field of education.
Admission to the teacher education curriculum requires an application to be
approved by the Committee on Teacher Education. Application must be made
during the second semester of the Sophomore year if the student is to complete
the program in the regular time of two years. Approval is granted on the basis
of a satisfactory health report, favorable personality characteristics, and a
minimum in scholastic achievement of a 1.5 honor point ratio in the major, a
1.0 ratio in the minor, and a 1.0 ratio for the over-all average. The applicant
should be preparing for competency in at least two subject-matter fields that are
alsu taught on ,the high school level.
All students admitted to the teacher education curriculum must secure two
credits of Laboratory Experience in Group Activity usually .to be taken in
connection with Ed. 5 1 and 53. In addition to the regular junior college requirements, students in teacher education are required to have four semester
hours i n general psychology, these hours to be completed before taking Educational Psychology.
No student will be permitted to modify the two-year teacher education
curriculum in his program unless that change is approved by the Committee
on Teacher Education.
All questions regarding the teacher education curriculum should be referred
to the Committee on Teacher Education.
PSYCHOLOGY
I. ORIENTATION.
Required. Fr. OfIered both semesters.
I G.
Designed to assist freshmen in making the proper adjustment to their work
as students in college, including methods of study, vocational choice and p r e p
aration, and development of personality.
ORIENTATIONAND PSYCHOLOGY.
Fr. I, U.
6 Cr.
aims and course content of Psychology I and Psycho1og.1 5, 6. Emphasis throughout both semesters is placed on group and individual personal counseling, helping the student use his knowledge of psychological principles involving his personal problems. Two one-hour lecture periods
and two one-hour laboratory periods per week. Registration restricted.
3, 4.
This course combines the
5N. GENERAL
PSYCHOLOGY.
I.
r Cr.
An introductory course in psychology intended for nurses. Two lectures
per week.
GENERAL
PSYCHOLOGY
4 Cr.
A study of the basic processes underlying human behavior. The general prin-
5 , 6.
ciples, methods and problems of psychology are discussed and the following
topics are stressed: learning, intelligence, emotion, motivation, the sensory processes and perception, individual differences, thinking, imagination, memory,
heredity and growth. The second semester emphasizes the application of the
principles of psychology to the problems of everyday life.
Senior College Courses
61. SOCIALPSYCHOLOGY.
See Course 61 under Sociology.
3 Cr.
ABNORMALPSYCHOLOGY.
Prereq. 3, 4, or 5, 6. Jr., Sr. IL
3 (2A survey of the history of the treatment of mental disorden and a study of
their nanue, c a w , prevention, and present treatment.
62.
LABORATORY
EXPERIENCEM GROUPACTIVITY.Offered both semesters.
. I Cr.
This is not given u s separate course, but offered in connection with Christianity 6, 57, and 58; Physical Education 6, 11, 13, 14,and 5 5 , 56; Sociology
2 , 51, $ 2 , 54, and 61; Education 51 and 5 3 ; and Home Economics 36. The
23.
nature of the experience will vary with the course with which it is associated,
and may include such activities as teaching, supervising recreation, and advising club. The cooperation of the agencies involved is necessary, with reports
from the supervisor and the student to the teacher of the course with which
the work k connected. A student may not receive more than 2 credits in
Laboratory Experience.
EDUCATIONALPSYCHOLOGY.
Prereq. Psy. 3, 4 or 1, 6. Jr. I.
3
A study of human development, learning, and adjustment in order to better
understand human behavior, especially the behavior of adolescents in r school
context.
1I .
T m m e IN HIGHSCHOOL.Prereq. 5 I. Jr. II.
3 Cr.
Teaching procedures and class management. Includes a study of the secondary
school in relation to the needs of youth.
5 3.
$5. PR~NCIPLES
OP GUIDANCE.
Prereq. 51. Sr. 11.
3 GA study of the guidance function of the classroom teacher, tools and techniques used in studying students, and methods appropriate for student guidance, including counseling.
58. HISTORYAND PHILOSOPHY
OF EDUCATION.
Sr. 11.
3 Cr.
The course traces the development of modem education a d seeks to assist
the student in developing an understanding of the present educational program
and the various modem philosophies of education. The aspeca of the state
educational program important for the orientation of the new teacher are
strersed.
Special Teacbing Metbods
The special methods courses include the study of the rnaterirls, organization,
and teaching procedurw of the field for which they are given; applications of
the principles of teaching are made in the speciiic field. Usually, each student
is required to take two of these courses to prepare for etudent teaching. Thii
means one course related to the major and one to the minor. Prerequisites are
. special situations, a student
a major or a minor in the field and Education ~ 3 In
may be permitted to register for more than the amount of credit liitcd.
% Cr.
% Cr.
TJUCHING
OP LATTN. Sr. I.
I
TEACHING
OF ENGLISH.Sr. L
I
TEACHING
OF GERMANIC
LANGUAGES.
Sr. I.
Cr.
Cr.
1 % Cr.
1 % Cr.
1 % Cr.
r % Cr.
z Cr.
2 Cr.
TEACHINGOF ROMANCELANGUAGES.
Sr. I.
TEACHING
OF NATURU
SCIENCES.Sr. I.
TEACHING OF BUSINESS.Sr. I.
TEACHING
OF MATHEMATICS.
Sr. I.
TEACHING
OF S o a m STUDIES.Sr. I.
TEACHING
m GRADESCHOOLMUSIC.Jr. II.
TEACHING OF HIGH SCHOOLMUSIC.Sr. I.
1%
I
91. TEACHING OF HOMB ECONOMICS.
Sr. I.
OF HEALTH
m~ PHYSICAI;EDUC~TION.
Sr. I.
94. TEACHING
95. TEACHING OF SPEECH.Sr. I.
s
0.
s Cr.
I
5
Cr.
4 to 5 Cr.
STUDENTTEACHING.Prereq. Educ. 5 I, 53. Sr. I.
Observation, participation in teaching activities, and experience in actual
control of the classroom situation. Direction of the program is s h d by the
college supervisor and selected critic teachen.
96.
The following caurses prepare the student to meet the state requiremen- for a
minor in library science. They train him in making a wise choice of ,books for
Ehe school library, in preparing books and other library materials for circulation,
in administering a school library, and in making intelligent and effective we of
library tools for his own needs as a teacher.
Minor, 16 credits.
BASICFUNCTIONS
OF THE SCHOOL
b u y . Jc. I.
3
Designed to acquaint the smdent with the place of the library in the school
and community; local public, county, state and national library services; library
standards; relations with school administration, faculty, students and community;
school library services to grades and high school, teachers and public; student
help, practical and pre-vocational aspects; budget, spl&g,
housing, and eqdpm a t ; library records.
55-
56.
MATERIALS
AND MP.THODS
FOR
Jr. II.
THE
SECONDARY
SCHOOLL I B ~ Y* .
3 Cr.
htroduction to 'book selection; reference boob; staadard book selection h;
preparation of materials for circulation, class&ca&n and cataloging; subject
headings; f i g ; records. Book selection in subject fields of the social studies,
geography, travel and related fiction; non-book materiala in subjeot covered;
w& &g.
Scnuces.
FOR THE SECONDARY
SCHOOLLm-Y.
*
57. SELECTIONOF MATERIALS
Jr., Sr. I.
3 GBook selection in ,&e language am, natural and applied sciemce, ,philosophy
and religion, die h e arts and literature, periodicals for secondary schools; nonbook materials in subjects covered; wide reading. Sources.
61. INTRODUCTIONTO ELEMENTARY SCHOOLLIBRARY MATERIALS.
Jr., Sr. L
2 Cr.
experiences; reference b k s for
Literature for children; pre-school liv
elementary grades; subject matter titles which correlate with the curriculum;
non-book materials for elementary grades in these fields; standard lists for book
selection. sources.
SELECTION
OF ELEMENTARY
SCHOOLLIBRARYMATERIALS.
Jr., Sr. 11. z Cr.
A continuation of 61. Book selection in fiction, poetry, drama, music, and art
for children; the lpicture collection; care and use of mn-book miatexiah; periodicals for children. Wide reading; reading lists.
62.
THE ~
68.
O
O
LIBRARY
L
IN
m E
READINGGUIDANCEPROGRAM
OF
z Cr.
The d e n t will become acquainted with remedii reading and testing procedurea, reading ladders; student interests and abilities as they relate to reading;
coopention with teachers in formulation of an integrated reading program;
madvation and publicity; ,books suitable for this program; professional literature
on the subject; the use of lists and reading records.
rn SCHOOL. Jr., Sr.
II.
PramMETHODSIN L m m . Sr. I.
I G.
Teaching the use of the litarary; practical work at library circulation desk
and in the library workroom; records, weeding and withdrawal procedures;
71.
practice work in connection with practice teaching.
Department of Business Administration and Economics
and Secretarial Studies
The objective of this department is to help students gain a broad knowledge
and sound perspective of business and our economic society. Such knowledge
and perspective is necessary for success in specific positions in our complex
business world and should provide the background to facilitate advancement,
with experience, to positions of responsibility. A degree with a business major
is a common requirement of business f k m and government agencies. The
department gives a general 'background in economics; together with secretarial
studies, it provides a teaching major or minor; and it prepares for graduate
work in business and economics.
Major, 36 credits; courses required are I, 2, 4, 15, 16, 51, 53. Also required
are Speech 1 1 and History 21 and 22.
Minor, s I credits; courses required are I, 2, 4, I 5, I 6 and six credits ia Senior
College courses.
~ C I P L E S
OF ACCOUNTING. Fr. I, II.
6 Cr.
An introduction to the principles of accounting and their application to the
single proprietorship, partnership, and corporate forms of business; preparation
and analysis of financial statements; procedure in recording business transactions;
and id introduction to manufacturing and cost accounting.
I , 2.
4.
INTRODUCTION
TO S T A ~ T I C SFr.,
. SO. II.
3 Cr.
A study of the collection, presentation, analysis, and interpretation of statiatical data. It includes a study of the measures of central tendency, time, series,
tabulation, graphic representation, and the application of these statistical techniques to various types of data.
16. P ~ C I P L E OF
S ECONOMICS.SO. I, IL
6 G.
A study of the social organization of our economy, h c a l and monetary
policies, value, prices, the distribution of wealth, and alternative economic syaI 5,
terns. The objective is to help the student to develop the ability to analyze
economic issues as they arise in his personal and vocational activities and im
public life.
Senior College Courses
MONEYAND BANKING.Prereq. I,2, 4, I 5, I 6. Jr., Sr. I.
3 Cr.
A study of the commercial banks, the Federal Reserve System, the price level,
and monetary and fiscal policies. The purpose is to lead the student to investigate thoroughly the place and importance of money and prices in business and
in the economy in general, emphasizing the problem of business fluctuations.
5 I.
BUSINESSLAW. Jr., Sr. I.
3 Cr.
An introduction to the legal rules governing business transactions and relrtions. The study also includes principles and cases concerning law and its administration particularly in regard to contracts, sales, and negotiable instrnments. The aim is to appreciate the legal instruments, requirements, and procedures important in business.
53.
MARKETING.Prereq. I, z, 4, I 5 , 16.Jr., Sr. L
3 GA survey of the general problem and framework of marketing in our economy,
including marketing functions and institutions, an investigation of policy-making- -procedures in the marketing- phases
of business, and an examination of the
.
social implications of marketing activities in our economy. The purpose is ta
give the student an analytical basis for judging business alternatives md ilro
government legislation.
5 5.
3 Cr.
RELATIONS.
Prereq. 11, 16.Jr., Sr. 11.
56. ban AND KNAGEMENT
A study of management, of labor, of their relations, and of their control by
government, individually and in their relations. The objective is to picture the
different positions of these groups in our economy and to investigate possibilitier
of achieving harmony and effectiveness of the whole through education and
government control.
3 Cr.
ADVANCED
ACCOUN~G
Prereq.
.
I,2, 4, 15, 16. Jr. I.
The purpose of this course is to provide analytical accounting techniques
which will enable the student to interpret hancial data, a d to acquaint the
student with cost accounting principles and procedures. Preparation m d analysis
of hancial statements, comparative statements, and statements showing the
disposition of working capital; and proceedings in job-order a d standard costing are stressed.
59.
PUBLICFINANCEAND TAXATION.
Prereq. 15. Jr., Sr. 11.
3 Cr.
The course is designed to acquaint the student with the econornis impact
of taxation and national budgetary policy. A study is made of the elements
of &al policy and management of the public debt, considering the role of taxes,
expenditures and debt management in economic stabilization.
60.
FINANCE AND INYESTIUNT. Prereq. I,z, 4, 15, 16, 59. Jr., Sr. 11. 3 G.
A study of the various types of securities purchased by investon. Consideration is given internal finance factors and external market factors which affect
the market prices of recurities. Included is a study of the principles and procedura governing the analysis of financial statements and operating data of
h whose securities have been considered as investment media.
62.
6 Cr.
71,7 2 SENIORTOPICS.* For Seniors in Business ody. Sr. I, 11.
A review of business practice and problems in our economy, pointing out
the opportunities for individual endeavor, followed by an original project by
each student in which he makes an investigation of his own. The project may
be in any business field; for example, accounting, investments, personal selling,
market research, economic analysis.
These counes aim to prepare students for stenographic and secretarial positions in business oaces, to assist in ,the preparation for the teaching of business
education in high schools and for parish secretarial work, and to provide an
o p p d t y for &e development of business skills for persod use.
A major may be obtained in business education by completing a minimum
of 37 hours, including I, 2 , 3-4, 8, 51, 52, 53-54, Business Administration
I,2 , 15, 16, 53, and one other Senior College Course or Home Economics 73.
A minor may ,beobtained by com,pleting a minimum of 26 hours, including
I, 2 , 3-4,8, 51,52, 53-54,Business Administration I, z, or 15, 16.
ELEMENTARY
TYPEWF~TNG.
I.
I G.
A course for the development of the fundamental skills of typewriting. Three
h o w per week.
I.
INTBPMEDIAETYPEWRITMG. 11.
r Cr.
Problem in typing tabdatioar, manuscript typing, use of carbone, addressing
envelopes, and in letter arrangements. Four hours per week.
2.
I~MENTAR
SHY
ORTHAND. I, 11.
6 Cr.
Training in the fundamentals of Simplified Gregg shorthand. Practice in dictation and transcription. Four hours per week.
3-4-f'
8.
Om-
M A C H ~ SPrereq.
.
I,z. I.
t
Cs.
Study and practice in the operation of such machines as the dictaphone, cal-
culator, adding machine, mimeograph, mimeoscope, addressograph, and duplicator. Two hours per week.
*Not offered in 1953-1954.
f<=oatinuation course. To receive credit for this course, a student must complete
b t h semesters.
Senior College Courses
ADVANCED
T Y P E W ~ I.G .
E Cr.
Further development of typewriting technique with practical training in
business letter arrangement, billing, tabulating, and the typing of legal documents. Prerequisite I, 2, or high school credit in typing. Open to rtudento having
attained a speed of 40 words per minute. Four hours ,per week.
5 I.
SEC~BTARIIU PRACTICE.Prereq. I, 2, 3-4. II.
3 Cr.
Practical application of secretarial duties including dictation, business letterwriting, telephoning, use of bllliiness and legal forms, personality development,
and guidance in writing application letters and making application for a job.
Mimeographing is included in this course for those who include thii as a part
of the parish workers' course. Four hours per week.
52.
ADVANCED SHORTHAND.
I, n.
4 Cr.
Advanced study of the theory and principles of Gregg shorthand. Rapid dictation. Prerequisite 3-4 or high school credit in shorthand. Open to students
who can take dictation at a minimum speed of 80 words per minute and transcribe with a high degree of accuracy. Four .hours per week.
5 3-54.t
82.
TEACHING
OF BUSINESS.Sr. I.
I
% Cr.
Department of Home Economics
The objectives of the department are threefold: first, KIprovide courser that
will help students solve personal, home, and family living problems; second,
to offer training for homemaking; and third, to offer training for the teaching
of home economics.
Non-teaching major, 33 credits; courses are I , 2, 3, 7, 39, 40, 42, 44, 57,
72. Also required are Chemistry 4 or 5-6, Physics 3, Economics 16,
Sociology I, Biology 4 and 54, and Psychology 5, 6.
Graduation minor, 18 credits including courses I , 3, 7, 39, 40 and 42 or
66, 68, 71,
Teadhing major, 38 credits; anuses listed for non-teaching major plui 33 and
Teaching minors possible in Biology, Chemistry, Speech, Social Science or
Physical Education. Consdt a member of the home economics faculty for coune
plans.
76.
CLOTHING
SELECTION, CdBE, AND REPAIR. I.
3 GA study of the factors involved in the choice, care, and repair of clothing.
Beauty in design, becomingness, appropriateness, and some of the textile fsbriu
suitable #or Werent wes are topics considered.
I.
+Continuatioa course. To receive credit for thia course, a student
both remestera.
mut oomprlete
C
2.
L
~
CG O N S ~ U n.
~ N .
z ~ r .
This c o m e provides laboratory experience in
pimple g n m t r ia
cotton and rayon. It includes experiencw in planning, cutting. 6cting, and
suitable .techniques in making garments, the use of the sewing m d h e , alterstkn of garments. Home Economics I prerequisite for Home Ecowmiu educa&g
tion majors. TWOdouble laboratory periods, one lecture discussion period per
week.
ART M DAILYLIVING.L
3 GA study of art as it is met in the activitiea of everyday liviag. Open to dl
students.
3.
7- ELEMENTSOF N ~ o N II..
3
Normal human nutrition applied to food selection for the promotion and
maintenance of health will be considered; student and recommended dietuiea
will be analyzed.
LABOMTORYEXPERIENCE
m GROUPACTIVITY.
See course 23 under Education.
23.
COLOR
AND DESIGN.
I.
3 GA study of the piinciplt of dujgn and U ) ~ M
related to selecting, arranging,
snd designing of h o d o l d f u r w ktttring and simple poster designing.
Same c r a f t @me.
Home Economics 3 prerequisite for Home Economics
majors. Thee double laboratory periods per week.
33.
36.
C u m 11.
hboratory uprimce
Cr.
or a t
2
in
various d t s
which
can be done at home
m p s with rimple equipma Frinciplcs of design and color in their appliution ta crdts will be smdied. Two double labrnrory periods per week.
PRrncmzs OF FOOD PREPARATION
AND MANAGEMENT.
Prereq. 7 or
6 G.
permission of instructor. I, II.
Laboratory experience in menu planning, meal service, food purchasing, and
food preparation. Three double laboratory periods a week.
39, 40.
42.
MARRIAGEAND FAMILYRELATIONSHIPS.
11.
3 Cr.
A course applying principles of cultural living to everyday problem of home
life. Discussions of personal family relationships, preparation for marriage, the
Christian home and its influence in the community, a d related aubjectr. Regdrr lectures, talks by guest speakers, illustrated lectures, and tours.
CHILD I~VELOPMENT.
n.
2 G.
A study of the care m d training of the ,young child as to 'his physical. mend,
d social development. One lecture period plus one double laboratory period
pez week
44.
Smior Colkge Courses
57. TEXTILES.
I.
r CrStudy of textile fibers, fabrics, and finishes with special emphasn on selection,
usesand care d common household and clothing textiles. Two double laboratory
boun a week.
HISTORY
AND APPRECIATION
OF ART.* n.
2 CrA study of the historical development of architecture, decoration, costume,
furniture, painting, and sculpture. Two regular hours scheduled a d fiad
trips arranged.
64.
n.
3 Cr.
This course includes a consideration of housing, an analysis of floor plans,
66. HOMEPLANNING AND FURNISHING.
a study of the design of exteriors and interiors, and problems in selecting,
arranging, and conserving home furnishings. Home Economics 3 and 3 3 prerequisite for Home Economics Education majors. Three double laboratory periods per
week,
68. F ~ I L HEALTH.
T
I.
z CrBasie facts and practical application of home care of the sick. Problems
relating to environmental disease, prevention of illness and safety measures, as
well as to individual health problems within the family group.
71. HOMEMANAGEMENT
PROBLEMS.
I.
a CrConsideration of problems relating to planning, directing, guiding, and coordinating the resources of the home for happy, satisfying family living. One
lecture period and one double laboratory period per week.
HOME
MANAGEMENTLABORATORY.
z Cr.
Actual experience in the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience in various aspects of management met in home living such as management of money, time, energy, and equipment. Six weeks residence in r home
management house with one conference hoar per week Given in summer. F d
costs to be determined by the group.
72.
73. CONSUMER EDUCATION
ANDINCOME
MANAGEMENT.
11.
z
Cr-
The wise choice of consumer goods and services available on the market
and the necessity of a careful plan for spending are topics which will be considered for the purpose of helping the atudent receive greater satisfaction from
the we of money income.
ADVANCEDCLOTHING
CONSTRUCTION.
Prereq. 2. II.
2 Cr.
This course provides laboratory experience in making garments in wool.
76.
More advanced problem in fitting m d construction are used than those in the
c I m in Clothing Construction. Some experience in planning and constructing
gannents for children is also given. Two three-hour laboratory periods per weekOF HOMEECONOMICS.
Prereq.
91. TEACHING
and Education 53. Sr. L
"Not offered in 1953-1954.
32
credits in home economics
2 Cr.
Division of Natural Sciences and Mathematics
It is the purpose of the &*on
of N a d Science to provide training in
scientific methods and techniquu; w interpret Natural Science in the light of
the Word of God; to acquaint the scudent with rhe significance of N a n d
Science in a modem, dunging world; m emphasize a sound mind and a strong
hdy; to tnin for m t i o m in various fields of Natural Science; and to equip
the sntdmr with a scientific background which will enrich his life and the livw
of his fellow men.
Department of Biology
The aim of this Department is to give the student a broader scientific background through the study of Biology, to further the use of leisure time, and to
prepare for vocations or graduate study.
Major, 24 credits; minor, 1 6 credits. Courses 1-2, 3, 4, 7N do not count
toward the major or minor.
WORU)AND MAN.Fr. I, 11.
I-zt. THENATURAL
8 Cr.
The development of scientific fonndations in the physical and biological s a ences. Four periods per week consistkg of lxtures, lecture demonstrations, and
discussions.
3. HUMAN ANATOMYAND PHYSIOLOGY.
Pr. 1.
4 (3A professional course in human anatom) 1r.d physiology with special emphasis on structure. Two lectures and two d o ~ b i elaboratory periods per week.
Designed particularly for student nurses and for majors in Physical Education.
Students who have credit for Biol. 4 will not receive credit for Biol. 3.
4. HUMANANATOMY
AND PHYSIOLOGY.
Fr. II.
4 fiA professional course in buman anatomy and physiology with special emphasis on function. Two lectures and two double laboratory periods per w e t .
Students who have credit for Biol. 3 will not receive credit for Biol. 4.
7N. GENERALBACTERIOLOGY.
I.
3 Cr.
A course in general bacteriology for nurses. Two lectures and two double
laboratory periods per week.
Fr. I, 11.
8 Cr.
13-1~.t GENERALZOOLOGY.
A survey of the animal kingdom with emphasis on the habitat, morphology,
physiology, adaptation, and reproduction of type animals. Biological principles
are emphasized. Two lectures and two double laboratory periods per week.
tContinuation course. To receive credit for this course, a student must complete
both semesters.
I, 11.
8 Cr.
a study of the morphology and physiology of higher plants, followed
by a mrvey of the plant kingdom. Emphasis is also placed on botanical principles. Flowering plants are identified in the spring. Three lectures and m e
double laboratory period per week.
25, 26. GBNERALBOTANY.So., Jr.
Thir
M
4 Cr.
GENE~CS.
Prereq. 13-14, or 2 5 , 26. So., Jr. I.
A study of the laws involved in heredity and variation. Special emhasir is
placed on the practical application of the genetical laws. Four lectures per week.
5 1.
4 Cr.
EWLOGY.Prereq. 13-14or 2 5 , 26. So., Jr. II.
A survey of local ecological communities, and a study of the general principles of biological association and succession. Two lectures and one laboratory
period or field trip per week.
52.
GENERALENTOMO.LQGY.*P~~~~~.
13-14. Sr. I.
3 cr.
A study of the habitat, morphology, physiology, reproduction, and classification of insccta. Two lectures and one double laboratory period per week.
5 3.
54. G E N ~ R ~BLA C ~ O L O G Prereq.
Y.
Chem. 5-6. 11.
4 Cr.
A review of the general field of bacteriology, including the cause, control, and
prevention of important diseases. Training in modern laboratory techniques. Two
lectures and two double laboratory periods per week.
3 Cr.
TAXONOMY
OF FLOWERING
PLANTS."Prereq. 2 5 , 26. Sr. 11.
Taxonomy of flowering plants. Special emphasis is placed on systematic principles, systems of classification, rules of nomenclature, etc. Two lectures and
one double laboratory period per week.
5
BIOLOGICAL
TECHNIQUES.'Sr. 11.
1-2 Cr.
Practical work in mounting of microscopic slides, photography, and doing
projects useful to teachers.
60.
1 % fi.
80. TE~UIING OF NATURAL SCIENCES.sr. I.
The course consists of methods of teaching natural sciences in secondary
schools.
Department of Physical Sciences
The courses offered provide fundamental background in the bask principles
of chemical and physical phenomena.
The primary objective is promotion of scientific thinking and scientik ipproach.
*Not offered in 1953-1954.
Tborough study in these courses will prepare the student for teaching the
natural sciences in secondary schools. The courses in Chemistry will prepare
him for further study in such specialized fields as Medicine, Research, Engineering, Nursing, Pharmacy, and other related fields.
The course in Physics will prepare him for study in Engineering and Applied
Mathematics.
Major, 24 credits; minor, 16 credi,ts. Courses
1-2,
jN,4 do not count toward
the major or minor.
THENATURAL
WORLDAND MAN. Fr. I, IT.
For course description see Department of Biology.
1-2$.
8 Cr.
jN. C ~ S T RFOR
Y NURSES.
I.
3 Cr.
A lecture and laboratory course covering subjects related to nuning in the
fields of inorganic and organic chemistry and biochemistry. Two lectures and
one double laboratory period per week.
PRINCIPLESOF CHEMISTRY.
Fr. II.
4 Cr.
A lecture demonstration course designed to provide a general knowledge of
the laws, and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for
Chem. 4.
4.
8 G.
~NORGANIC AND QUALITATIVE
CHEMISTRY.
Fr., So. I, 11.
A study of laws and theories of chemisuy and of non-metals and metals and
their compounds. Systematic qualitative analysis of cations. Three lectures and
four hours of laboratory per week.
5-6.f
Senior College Courses
ANALYTICAL
CHEMISTRY.
Prereq. 5-6. So., Jr., Sr. I.
4 Cr.
Systematic semimicro qualitative analysis of cations and anions. Short introduction in general methods of quantitative analysis, volumetric and gnvimetric.
Twu lectures and six hours of laboratory per week.
5 I.
5 Cr.
Q~ANIITATIVE
ANALYSIS.
Prereq. 5 I. So., Jr., Sr. 11.
General principles, methods and procedure of quantitative analysis, volumetric
and gravimetric. One lecture, eight hours laboratory per week.
8-10 Cr.
ORGANIC
CHEMISTRY.
Prereq. 5-6. Jr., Sr. I, II.
53-54.t
A diacnssion of the important classes of aliphatic a d aromatic compounds.
Lobomtory work in preparation and study of typical organic substances. Three
lectures, four or six hours of laboratory per week52.
tContinuation course. To receive credit .for thii wurse, a student mwt complete
both semesters.
PHYSICAL C H E L L ~ Y .Prcreq.
*
Math. z, Chem. 5 1 and 52, and Wyrics
5 and 6. Sr. II.
5 GAn introductory course covering the gas laws, solutions, chemical equilibrium,
rates of reactions, and colloids. Three lectureo and one double laboratory period
per week.
5 5.
PHYSICS
I-z?.
THE NATURALWORLD AND MAN. Fr. I,
8 Cr.
11.
For course description see Department of Biology.
PRINCIPLES
3.
OF
PHYSICS.Prereq. H. S. Algebra and P
h Geometry. Fr. I.
4 0A lecture demonstration course which includes mechanics, heat, round, light
and electricity. Emphasis is placed on the application ob physics in the h e .
GENERALPHYSICS.Prereq. Math. z. So. L
4 G.
A general elementary course in mechanics, sound, and heat. Three lectures,
one quiz, and one two-hour laboratory period per week.
5.
GENERALPHYSICS.Prereq. 5. So. n.
6.
4 Cr.
This course is a continuation of Gen. Phys. 5 and coven electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory period
per week.
Senior College Cmrses
MODERNPHYSICS.Prereq. 6. Jr. I.
4 Cr.
A study of modem topics in the field of physics including atomic theory,
nuclear transformations, radiation phenomena, biophysical applications of p h y k
and other topics. Philosophical implications of modem physical science will be
considered.
5 I.
AND MAGNETISM.Prereq. Phys. 6 and Math. 51 or oonELECTRICITY
current registration in Math. 51. Jr., Sr. II.
4 cr.
An advanced course with emphasis on fundamental laws, electric and magmtic field phenomena, high and low frequency circuits, and electrical instruments. Two lectures and two two-horn laboratory periods per week.
52.
80.
TEACHING
OF
NATURALSCIENCES. Sr. I.
1%
Cr.
Combined Science Major for Teaching
Requirement: 40 credits in Natural Science, including Chemistry 5-6 with
either 51 and 5 2 or 53-54; Biology 13-14 and 25, 26; Physics 5 and 6.
*Not offered in 1953-19~4.
tGintinuation course. To receive credit for this course, a student must complete
both semesters.
Department of Mathematics
MR. SOBERG,MR. LINDQUIST
The Department of Mathematics aims to give students a working knowledge
of mathematics s u f cient for solving the simpler problems of life, also to afford
students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider
horizon with experience that will make them efcient worken in their chosen
fields and also give them confidence to pursue further study.
Major, 26 credits; minor, zo credits.
Courses A, B, 5 and 6 do not count toward the major or minor in mathematics, but A and B must be completed as prerequisites to other courses.
SECONDCOURSEALGEBRA.Prereq. H. S. Algebra. Fr. I.
4 aFmdamentals of Algebra continued and proper foundation laid for more advanced work in mathematics.
A.
SOLID GEOMETRY.Prereq. Plane Geometry. Fr. II.
4 Cr.
Geometry applied to solids and planes. Area and volume formulas developed.
Spherical triangles and polygons introduced
B.
I m o ~ u c n oTO~ ~~TI-IEMATICALANALYSIS.Prereq. Math. A. Fr., So.
I, 11.
10 Cr.
This is an integrated course inuluding college algebra, trigonometry and plane
d y t i c a l geometry.
I , 2.
ENGINEERING
DRAWING. Prereq. B. L
3 crElements of drafting with an introduction to the use of graphs and formulas. Eight hours a week. Courses 5 and 6 do not count toward a major or
minor in mathematics.
5.
ENGINEERINGDRAWING AND DESCRIPTIVEGEOMETRY.Prereq. 5.
3 Cr.
Methods of representation. Graphical and algebraic solutions. Eight hours
a week.
6.
S&
5 1, 52.
ELEMENTARYCALCULUS
Colkge Cmrses
AND
DIFFERENTIALEQUATIONS.SO., ~ r I,.
n.
Cr.
Fundamental concepts are introduced. Formulas for diierentiation and integration, and solutions for various types of ordinary m e r e n t i d equations are
developed and applications madz.
10
3 Cr.
$3. Sow ANALY~W G m m r . Prereq. 2 or 3. Sr. I.
U r n and plane3 in space are mdid and their equations developed. Quadratic
d a c c ~md t d o r m a t a o n me given their proper e m p k
THEORYOF EQUATK~NS.*
Prereq. Math. 51. Sr. 11.
3 Cr.
Tqh course includes the study of complex numbers, determinvlts and orher
54.
topica that aid in the solution of equations of higher degree.
84.
TEACHINGOF MATHEMATICS.Sr. I.
I
YZ Cr.
Department of Health and Physical Education
MR. ERNESTANDERSON,MR. NELSON,MISSBERVEN,MR. ARIO
The aim of the Department of Health and Physical Education is to promote
hmlrh and physical fitness ;through a well-rounded physical education program,
to develop character and good sportsmanship through the i n t n m u n l and intercollegiate sports program, to further the worthy use of leisure time, and to provide an effective training program for prospective teachers of health and physical education.
All students are required to take a physical examination by the college physician as a part of the registration procedure before participating in any phase
of the physical education program.
A course in Personal and Community Health is required of all freshmen and
new upper class students who have not had an equivalent course in college.
Two years of physical activities, wurses ja, j b and 4 5 qb, are required of
all students. Those who take a major or minor in Physical Education are required to take 4a, qb only. This one credit will count toward the major or
minor.
M q o r md Minos Requirements:
Major for men, 33 credits, including Courses
2,
41, 4b, 5, 6,
I I, 12,
27, 50.
51, 52, 53, 55, 56, 58, 62, 84.
hiajor for women, 30 credits, including Coarsw
17,27, 50, 52, 53, 58, 62, 84.
2,
42, 4b, 5 . 6, 13, 14, 16,
Miaor, - 21 credits, h d u d i n g Courses 2, 4n, qb, 5, 6, I I, 12, 5 I, 5 3, and 62
formen: z,qa,4b, 5, 6, 13, 14, 16, 17, 53,and 62forwoanen.
Biology 3; Psychology 5, 6; and Education 23, 5 I , 53, 5 5 , 5 8 , 94, and 96
sbould be included for a t c d i n g major in physical education.
2.
PERSONAL
AND COMMUNITYHEALTH.
Fr. Offered both semesters.
2 Cr.
A study of modem concepts and practices of health and healthful living
applied to the individual and the community.
F'HYSICAL ACTIVITIES. (Men). Fr., So. I, 11.
ACTIVITIES.
(Men). Fr., So. I, II.
42, 4b. PHYSICAL
3% 3b. PHYSICALA c m s . (Women). Fr. I, 11.
3% jb.
4a, 4b.
PHYSICAL
ACTMTIES. (Women). So. I, 11.
*Not offered in 1953-1954.
I
Cr.
I
Cr.
I
Cr.
I
Cr.
EDUCATION,
PHYSICALEDUCATION,AND
RECREATION.
Fr. L
z Cr.
A brief preview of the three present day interrelated fields of health education, physical education, and recreation u they function in the public school
system.
~TRODUC~~O
TO
N HEALTH
5.
lbauifino~~t
ACTIVITIES.
Fr. II.
I Cr.
' l b o r y and practice in teaching recreational activities, social recreation, quiet
games, low organized games, noon hour activities, camp nights, relays, and
modified games.
6.
TEAM SPORTSAND LWUP GAMES.(Men). So. I.
z Cr.
A study of .technique, rules, and teaching of lead-up games for soccer, speedball, and volleyball.
Team Games: Touch football, softball, speedball, soccer, and volleyball.
I I.
INDIVIDUAL
AND DUALSPORTS.(Men). So. II.
r Cr.
Theory uld practice in teaching badminton, ahdeboard, handball, aerial darts,
a d c s g , and golf.
table tennis, h o d o e s , paddle t&,
I 2.
TEAMSpoa'fs FOR W o w * . SO. I, 11.
4 Cr.
Themy and pnct;ce in the mading and o5ciating of field hockey, soccer,
bakerbd, wllqbdi, and saftbd.
I j, I+
INDIVIDUAL
AND DUAL SPORTS.(Women). So. II.
z Cr.
Theory and practice in teaching skating, skiing, badminton, trble tennis,
shdeboard, archery, tennis, and golf.
16.
SELF-TESTINGA C T N ~ (Women).
.
So. L
Theory and technique of teaching stunts and tumbling.
17.
27.
J~NESIOLOGY. Prereq. Biology 3. So. I.
I
Cr.
z Cr.
This is a study of body movements and the mechanics in the &ecting of efficient movements.
OFPICUTING.
(Men). So. I.
r Cr.
Instruction and application of technique and rules of o5cnting in football,
basketball, baseball, and track.
29.
Senior Colkge Caurses
PHYSICAL
EXAMINATIONS
AND ADAPTEDPHYSIC&EDUCATION.
* Prereq.
2 Cr.
Bil. 3, and P.E. 27. Jr. 11.
Procedure and interpretation of physical examinations. Analysis of functional
and organic abnormalities and suggested adapted activities for atypical caaes.
50.
SELF-TESTING ACTIVITIES.(Men). Jr. I.
z Cr.
Theory and practice in teaching individual and dud stunts, apparatus,
tumbling, boxing, and wrestling.
5 I.
*Not offered in 1953-1954.
FUNDAMENTAL
M O V E M E ~ Jr.
S . II.
I Cr.
Folk games and gymnastic rhythms. Separate sections for men and women.
52.
PRINCIPLES AND CURRICULUM OF HEALTH
AND PEFISIU E D u ~ ~ o N .
3 Cr.
Jr., Sr. I.
Aims, scope, and objectives of health and physical education.
An analysis and evaluation of the elementary and secondary school health
and physical education curriculum.
53.
15.
z Cr.
C O A ~ OFG SPORTS:FOOTBALLAND BASKETBALL.Sr. L
Theory and sechniques of coaching. Seniors only, or approval of instructor.
2 Cr.
COACHINGOF SPORTS: BASEBALLAND TRACK. Sr. 11.
Theory and techniques of coaching. Seniors only, or approval of instructor.
56.
FIRST AID. Jr. 11.
American Red Cross Fit Aid Course.
5 8.
I
Cr.
C~GANIWTION
AND ADMINISTRATION
OF m m AND PHYSIC~L
EDUCATION.Sr.
3 Cr.
Problems of organization, administration, and supervision of health and
physical education.
62.
TESTS
AND MEASUREMENTS
IN PHYSICAL
EDUCATION."Sr. 11.
A survey and evaluation of tests in physical education.
84.
I
Cr.
COMMUNITYRECREATION.*
Jr., Sr. 11.
2 0.
Problems of community recreation including programs and program planning,
a survey of activities, and the organization and administration of recreational
work.
85.
94.
TEACHTNG
OF HWTH AND P ~ S I C AEDUCATION.
L
Sr. I.
Methods and materials in health and physical education.
*Not offered in 1953-1954.
2
Cr.
Augsburg Theological Seminary
Augsburg Theological Seminary is the training school for the pastors and
missionaries of the Lutheran Free Church. I t offers a regular three-year course
of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church
it aims to stress particularly the training of pastors and spiritual leaders dedicated to the ideal of building Lutheran congregations where the Gifts sf
Grace are freely cultivated and nurtured under the authority of the Word and
the guidance of the Holy Spirit.
GENERAL REQUIREMENTS
Admission
The normal prerequisite for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college course must have included the
following prerequisite subjects:
Greek
German, or
Latin, or
Norwegian
Philosophy
z years
2
I
years
year
In the case of mature students of outstanding ability and experience, zn occasional exception from these requirements may be made by special action of
the Committee on Admissions.
In order that students may derive the greatest possible advantage from their
&eological studies, it is recommended that their college course of study, besides
fulfilling requirements as to a major and a minor, in addition to the subjects
indicated above, include as many as possible of the following:
English
Speech
Psychology
History
Natural Science
Sociology, or Economics, or
Political Science or Education
Typewriting
z years
year
year
years
year
I
I
2
I
I
I
year
year
AN cadidates for admission to the Seminary must have achieved a good
acldemic record in their preparatory studies in college.
Applications for Admission
Applications for admission to the Seminary should be addressed to the Secretary of the Theological Faculty, and should include the following:
I.
A formal letter of opp1ication for admission as a s t d e n t in the Seminay,
including a personal statement by the candidate concerning his background,
including baptism, c o n b a t i o n , spiritual experience, doctrinal convictions, and
church membership.
2. A transcript of the candidate's record in college.
3. Two letters of recommendation from pastors. Normally one of these
should be from the pastor of the candidate's local church.
4. A certificate of good health.
These documents must be in the hands of the Secretary of the Seminary
Faculty before July &st.
The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees.
The first year of study is always considered a probationary year.
Transfer of Credits and Advanced Standing
Students are admitted to the Seminary with the understanding that their
studies are to be pursued under the direction of the Theological Faculty. Any
arrangement to take a part of the theological course a t another seminary must
have the prior approval of the Theological Faculty at Augsburg.
Adsanced standing is granted in certzin instances, when a student applying
for admission presents a transcript of credits indicating work done in ocher
theological seminaries of recognized standing.
Expenses
Semiaary students pay no tuition. They do, however, pay the regular student
aciivity fee, health fee and a general Seminary fee of ten dollars per semester.
Semjnary students living in the dormitory receive a special grant to cover
the cost of room rent. The cost of board is the same as for the College students.
p r e 24.
see
Graduation and Degrees
The Seminary course consists of a three-Tear cycle of lectures and study plus
six months of practical service in the congregations. Students who complete all
the requirements of the regular course are graduated with the degree of Bachelor
of Theology. These requirements may be summarized as follows:
I. A minimum of 102 semester credits, including a seminar course in each
of the following four major fields: Old Testament, New Testament, Church
History, and Systematic Theology.
2. Courses in the Biblical languages, Hebrew and Greek, as regularly offered.
3. The attainment of an honor-point ratio of at least 1.5 (C+ average)
throughout the three years of Seminary work.
4. S
ix months of practical Christian service under the direction of the
Faculty Committee on Service. Seo below.
5 . The preparation of a scholarly thesis, approximately 8,000 words in
length, on an approved theological subject. The subject must be submitted for
faculty approval before April 15 of the Middler year and the thesis must be
completed by January 10 of the Senior year.
6. A comprehensive examination, written and oral, in Old Testament, New
Testament, Church History, and Systematic Theology taken during the third
week of March. Written and oral examination sermons.
Students who complete the required number of credits for graduation with
an honor point ratio of 1.0 (C average) and the six months of practical service, but who have not met all the normal academic prerequisites for admission,
or who have not attained an honor point ratio of 1.5 in their studies, are graduated with the degree of Graduate in Theology.
seminary Internship
In addition to the three years of theological study in the Seminary each student is required to spend six months in practical Christian service, as appointed
and supervised by the Committee on Service. This work is done during the
summer vacations between the beginning and conclusion of the Seminary course.
A limited m o u n t ofi assigned collateral reading is required during the inserpia
period.
The Seminary students are also encouraged to engage in a l i i t e d mount of
practical church work during the school year either in the Twin Cities or in
nearby communities. This should be done in consultation with the Committee
on Serrice.
COURSJS OF m y *
Theological Orientation Courses
Junior Year
I. THE BACKGROUND
AND STRUCTUREOF THE BIBLE. A reading course
giving the student a preliminary orientation in the Book which is the chief
source in theological study. Geography of Bible lands. General outline of Biblical
History and contemporaneous secular history. Brief survey of the ,historical
z Cr.
origin of the Biblical writings.
3. THESPIRITUALLIFE. A practical study of basic principles of spiritual living, with emphasis upon the cultivation of the devotional life. Selections from
the great classics of Christian devotion are studied.
I Cr.
4. THEOLOGIC~~
PROPAEDEU~C.
A survey of the main divisions of Christian
Theology; their subdivisions; their relation to the entire field of Theology and
to the whole realm of human knowledge.
I Cr.
5 . INTRODUCTION
TO D o c m n c s . A preliminary study of the Ecumenical
Creeds, the Augsburg Confession, Luther's Large Catechism, and the Life of
I Cr.
Luther.
+With the exception of the Theological Orientation Counes, offered m d y
for Juniors, the Seminary courses are rotated in P three-year cycle. The List of
c m e s to be offered in any spec& year is amwunced to ,the students during &e
pHcedinS rummer.
Old Testament
10. SURVEY OF OLD TESTAMENT
L ~ R A T U R EA. general survey of the individual writings of the Old Testament; the history of the Old Testament
2 Cr.
Canon and text.
11. PROBLEMSAND METHODS. A study of selected problems of history and
interpretation in connection with certain Old Testament books, together with
an introduction to the principles of Biblical criticism.
2 Cr.
12. THE PENTATEUCH. The course includes a general i n d u c t i o n to the
books and a careful exegetical study of selected passages.
3 Cr.
13. THE HISTORIC~Z.
BOOKS. A survey of the history of Israel with e m p h
on religious values and the rise of prophetism. Selected passages from the historical b k s are studied.
3 Cr.
A careful study of the Biblical data concerning
14. THE PROPHETISAIAH.
the political and religious conditions of Israel and Judah, together with a survey
of the contemporary history of Assyria, Syria, and Egypt. Attention is given
to the beauty, sublimity, and spiritual richness of the book.
3 Cr.
15. THEPROPHETJEREMIAH. Alternates with 16. A study of the political,
moral, and religious trends of the time of Jeremiah. Special attention is given
to Jeremiah's personal character, his Messianic hope, and to his portrayal of the
stmggle for spiritual freedom.
3 Cr.
16. THEPROPHETEZEKIEL Alternates with 15. A study of Ehe Babylonian
Captivity and its spiritual significance for the people of God.
2 Cr.
17. PSALMS.The course includes an historical survey, a general introduction to the larger groups, and a careful exegetical study of a number of
Psalms.
3 Cr.
18. THE BOOK OF JOB. Alternates with 19. A course which aims to make
clear the teaching of the Wisdom Literature of the Old Testament in regard
to fundamental problems of life.
3 Cr.
19. Posr-EErc LITERATURE.
Alternates with 18. A caurse in the litenw e , history, and religion of Judaism in the Exile and post-Exile perioda from
Ezekiel .to the New Testament times.
r Cr.
2a
SURVEY OF
New Testament
MR.HELLAND
NEW TESTAMENTLITERATURE.An historical investigation
of the origin, authorship, and interpretation of the books of the New Testament.
History of the New Testament Canon and text. Special attention to those books
2 Cr.
not treated in other courses.
21. TEXTUALC R ~ C I S M
OF THE NEW TESTAMENT. An introduction to the
principles of textual criticism. Survey of the history of criticism illustrated by
studies in specific selections from the New Testament books.
I Cr.
22. EXEGESIS
OF GALATIANS.The Epistle to the Galatians is studied as the
fundamental document of the Gospel of Christian freedom. Special attention to
the basic problem of the authenticity of the New Testament records.
3 Cr.
23. INTERPRETATIONO F MARK AND LUKE. A study of the life and ministry
of Jesus based on Mark as our oldest source, with supplementary passages from
Luke. The origin and growth of the Synoptic tradition; the literary relation of
the first three Gospels, an attempt to h d a satisfactory solution of the Synoptic
3 Cr.
Problem.
24. INTERPRETATION
OF MATTHEW. Special emphasis is placed on the teachings of Jesus, their preservation and transmission. The relation of Matthew's
Gospel to the Old Testament, and its presentation of Jesus' person, ministry,
and teaching to the Jewish mind.
3 Cr.
25. ~NTERPRETATION OF JOHN. A supplementary study of the life of Christ,
with special reference to the development of faith and unbelief, the Person of
3 Cr.
Christ, and the advanced spiritual teachings of the Fourth Gospel.
26. THE JEWISH SECTIONOF THE EARLYCHRISTIANCHURCH. A study
of Acts, Chapters 1-12,showing the development of the Early Church on
Palestinian soil. This will be followed by a study of the Epistle to the Hebrews
and the Epistle of James as literature written especially for Jewish Christians.
Several papers are required.
3 Cr.
27. THE LIFE AND EPISTLESOF PAUL. A study of Acts, Chapters 13-28,
as a basis for the life of Paul, together with an introduction to his epistles, in
their historical sequence, as a part of his ministry. Several papers are required.
3 Cr.
28. INTERPRETATION
OF ROMANS. The purpose of the course is to gain a
comprehensive view of the Gospel of Christ as preached by Paul, and of the
fundamental Christian doctrinal system set forth in this Epistle.
2 Cr.
OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION
phasis is laid upon the place of the universal Christian Church as the Body of
Christ and the spiritual goal of history.
s Cr.
30. THE FIRST EPISTLE OF PETER. The Epistle of the Christian hope. It
contains the chief doctrines of Christianity (the vicarious suffering and death of
Christ, the new birth, redemption by the blood of Christ, faith, hope, and holiness of life) in a non-Pauline setting, thus giving a different approach to these
cardinal truths.
2 Cr.
31. I~JTEWRRTATION
OF THE REVELATIONOF JOHN. The course aims at
a mastery of the contents of the book and its interpretation in the light of the
Holy Scriptures in general. Special study of the forms of apocalyptic literature.
z Cr.
Church History
40-41. THEEARLYCHURCH. The History of the Christian Church from the
Apostolic Age to the time of Gregory the Great (590). The organization, doctrine, government, and worship of the Early Church; the downfall of heathenism in the Roman Empire, and the rise of the Papacy. The course begins with
a brief survey of the Book of Acts.
4 fie
42. THE CHURCHOF THE MIDDLEAGES. A general survey of the develop
ment of Christianity in Western Europe from 590 to the period of the Protestant Reformation. The course includes the study of the development and decay
of Papacy, monastic orders, scholasticism, and of movements toward reform.
3 Cr.
43. THE REFURMATION.A study of the causes which led up to the Protestant Reformation; the Reformation itself and its results, including the Roman
3 Cr.
Catholic Counter-Reformation.
44. THECHURCHAFTER THE REFORMATION.This course coven the period
from the Reformation and up to the present time, with special emphasis on
2 Cr.
the history of the Lutheran Church.
CHURCHHISTORY.
Early colonization; ~ l a n t i n gof churches;
45. AMERICAN
church government, religious life and worship; separation of church and state;
revivals; denominationalism. The hiitory of the Lutheran Church in America
2 Cr.
is studied with special care.
OF CHRISTIAND O C T ~ EA study of the development
46. THE HLSTORY
of Christian doctrine and its crystallization into creeds and confessions, including the Patristic, Scholastic, and Reformation periods.
2 Cr.
Systematic Theology
A course intended to introduce the student to the field
50. INTRODUCTION.
of Christian truth in its systematic form. The course includes an outline of
2 Cr.
the entire field.
A study in the systematic exposition
51. THEOL~CYAND ANTHROPOLOGY.
of the teachings of the Bible concerning God and man. Papers on special
3 Cr.
mpicr.
5 2-5 3. SOTEIUOLOGY.
The doctrine concerning the restoration and maintenance of the true communion between God and man. The Person of Christ
i
s work; the Holy Spirit; the meaning and method of salvation in relaand H
tion to the individual and to society; the nature and function of the Church.
4 Cr.
54-55. CHRISTIANETHICS. A study of the religious and ethical implications
of the Christian experience. Special attention is given to the development and
application of Christian ethics with reference to the individual, orgadzed in4 Cr.
stitutions, and society as a whole.
56. SYMBOLICS.A careful study of the Book of Concord, containing the
creeda subscribed to by the Lutheran Church. The genesis of each creed, its
doctrinal significance, and its place in the present life of the Church.
z Cr.
57. COMPARATIVE
S ~ O L I CAND
S RELIGIOUSCULTS. A comparative study
of the creeds of the great divisions of the Christian Church, and of the teach2 Cr.
ings of various modem religious sects and cults.
58. THE ~ O S O P H YOF RELIGION. Alternates with 57. A course in the
principles of the Christian religion. The Christian world view, interpretations
of history, and doctrines of the Person of Christ and Redemption are studied
t Cr.
with reference to antagonistic theories.
Practical Theology
All members of the Theological Faculty give instruction in this field.
A. Pastoral Theology
60. PRINCIPLES OF PASTORALTHEOLOGY.This course, which is h d on the
Pastoral Epistles, comprises the historical and theoretical study of the foundaz Cr.
tions of the pastoral office and the New Testament miniitry.
61. P ~ s r o ~ l uPSYCHOLOGY
.
AND SOUL-CARE. A study of Christian experience and its varied expressions. The principles of soul-care are studied in
z Cr.
the light of the ,buic teachings of the Bible.
62. EVANG~~TICS.
A course dealing with foreign, home, and inner missionr,
including the work of Deaconess institutes, also the practical work in rescue
z Cr.
missions, street meetings, special missions, etc.
INTRODUCTION
TO PASTORALCOUNSELING.
Rev. Fredric .M. Norstad.
This course deals with the dynamics underlying human behavior in both
normal and deviated forms. It seeks to acquaint the student with the types of
(emotional and mental disturbances with which he will be most frequently confronted in his pastoral ministry. The course attempts to help the student to
recognize the deviations and distinguish between those things which are properly handled by a pastor and those which the pastor must refer ,to other comI Cr.
petent help.
63.
B. Homiletics
65. ~RINCIPLES AND PRACTICEOF PREACHING. Technical and psychologicd
elements of preaching. Emphasis upon sermons. Juniors.
2 Cr.
66. HOMILETICS.The application of the principles of preaching to the omlining and presentation of brief sermons. Emphasis upon thorough preparation
and constant practice in delivery. Middlers.
2 Cr.
67. SERMONS.A course in the preparation and delivery of sermons. Both
the structural and spiritual elements are emphasized. Sermons by great preachers
are studied. Seniors.
z 0.
C. Polity, Worship, and Parish Work
70. CHURCHPOLITY. A course dealing with the Biblical theory of the wngregation; oficers, organization, and government in the apostolic times; the
growth of the idea of the Church; the idea of a free church. I and I1 Corinthians
z Cr.
are studied u the best source.
71. CHURCHADMINISTRATION.A study of the various aspects of congregational organization. Methods of increasing dciency in the performance of
the pastor's duties. Effective ofice procedures. The practice and teaching of
I Cr.
Christian stewardship.
72. PASTORALPROBLEMS.A series of lectures and discussions dealing with
practical problems in the pastor's work in the parish and the local community.
The approach to the unchurched. Congregational evangelism. Making the occzsional services effective. Problems of pastoral ethics.
I Cr.
73. LITTJRGICS.The principles and forms of public worship. A study of
liturgy as a means of expressing and moulding religious life with empharis on
it. relation to varying conceptions of the Church.
I Cr.
74. HYMNOLOGY.
An historical survey of the best selections of hymns from
the early Christian Church and the Church in Germany, Scandinavia, England,
I Cr.
and America. Special attention is given to Lutheran hymnody.
D. Christian Education and Sociology
75. PRINCIPLESOF PARISHEDUCATION.
z Cr-
76. %THODS OF P A ~ H
EDUCATION.Studies in the application of basic
principles and methods of education to the subject matter used in catechetid
instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon
an educational program which includes the whole parish.
z Cr.
77. CREATIVE
RECREATION. A study of recreational activities, their place
and ,possibilities, especially among the young. Opportunity for participation in
activities which the student may use for his own recreation in later life. I Cr.
78. THE CHURCHAND HUMAN
SOCIEN. A study of the relation between
the Christian Church and present-day civilization and culture, and of the organized movements in contemporary society with which the Church must deal.
Emphasis upon the social duties of Christians and upon the world-wide task
of the Church. The Ecumenical Movement.
2 Cr.
79. CHRISTIANITYAND SOCIAL WORK.
This course is designed to give the
candidate for the ministry contact with the field of social work, and to enable
him to appreciate its close relation to the work of the Church. Lectures, reports, and institutional visits.
2 Cr.
80.
NEWTESTAMENTGREEK.See College Greek.
83-84. HEBREW
FOR BEGINNERS.*
The first year is devoted to a study of the
essentials of Hebrew grammar, using Creager uld Alleman's text, and the reading of selected passages from Deuteronomy.
6 Cr.
HEBREW.Review of the grammar followed by an exe85-86. ADVANCED
getical study of Amos and the cursory reading of selected passages from other
books in the Old Testament.
4 Cr.
*Not offered in 1953-1954.
Student Register
THEOLOGICAL STUDENTS-1 952-1953
Third Year
. . . . . . . . . .. . . . . "Edinburg, N. D.
Berntson, Gordon N.
,
..
. .Minneapolis
........... . . . . . . . ,, .
Corlsen, Erling N.
. Newfolden
Huglen, Raynard 0.J. . . . . . . . . . . . . . . . . . .
. . . . .Donnelly
. . . . . . . . . . .. . . .
Jergenson, Arnold 0.
, , , , , , ...
. . Wonomingo
Jystad, Torgney B.
. . . . .
, ,
.
.West St. Paul
Mayer, Henry A. . . . . . . . . . . - - " . .
. . .Fergus Falls
Oxarson, Elder W.
. . . . . . . . . ..Minneapolis
Peterson, James E.
Schafer, Harold R. . . .
, . . . .Wessington Springs, S. D.
< , .
. .Minot, N. D.
Sevig, Palmer E.
..........
.,
. . . . .
. . . Fargo, N. D.
Sortland, Allan 0. . . . . . . . . . . .
Tollefson, Harold 0.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Osnabrock, N. D.
Second Year
Minneapolis
Valley City, N. D.
Minneapolis
McVille, N. D.
Minneapolis
.Willmar
Minneapolis
Roslyn, S. D.
Minneopolis
Berklond, Theodore A.
Christopherson, Jornes E.
Erickson, Stanley R.
Gudim, Milo D. .
Halversan, Philip J.
Kallevig, Lloyd C. . .
Soli, John C. . . . . .
Storley, Calvin . . . . Vaagenes, Morris G. . .
First Year
.
Anenson, LeRoy H. . . .
Berg, Russell V. (1)
Dahle, Norman A.
Fladland, Donald J. (1)
Halverson, William H.
Johnson, Morris M.
,
Larson, Marvin 1. (1)
Oman, Lyman F. . .
Paulm, Philip H. ( I j .
Rokke, David H. . . . .
Swanson, Edward E. . .
Underbokke, Leland B.
.
..
, ,
...
....
. .Minneapolis
Seattle, Wash.
. . . .Aitkin
Minneapolis
Minneapolis
Racine, Wis.
.Minneapolis
Amery, Wis.
Minneapolis
Minneapolis
.Minneapolis
Minneapolis
Specials
Ario, Frank L. (1)
. . . . . . . . . . . . . . . . . . . . . .Minneapolis
. . . .
. . ..Minneapolis
Estness, Borghild T.
, , ,
....
, , , ,
,... .
. Williston, N. D.
Framstad, Clarence J. ( 1 )
. . . . . . . . . . . .
. .Ely
Korpi, Hugo (1) . . . . . .
Lyngdal, Lloyd W.
.....
..........
. Duluth
Porten, Horace A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
, . . . . .
Almrado
(1) Registered for first semester only.
COLLEGE STUDENTS1952-1953
SENIORS
Aaskov, Ruth L.. Cumberland Center, Maine
Alfsen, Thomas C. (1 ) . . . . . .Rochester
Baker, Eleanor M. . . . . ..Spokane, Wash.
Becklin, Joyce L. . . . . . . . . . ..Cambridge
Bennethum, Donald J.. . .Columbia Heights
Benson, Stanley G. ( 1 ) . . . . . . .Minneapolis
Berntson, Rudolph E. .
Edinburg, N. D.
Bodin, C. Allan . . . . . . . . . . . .Minneapolis
. . . . . Minneapolis
Carlsen, Glenn T.
Carlson, Erlond E.
. . . . . . ..St. Paul
Carlstedt, Faith E. . . . . . . . . .Finlayson
Carlstedt, Rhodo L. . . . . . . . Finlayson
.
. Kenmare, N. D.
Christensen, Duane J..
Christina, Joseph L. . . . . . .Minneapolis
Cleary, Joseph J. . . . . . . . .New Brighton
Cote, Arthur J. ( 1 ) . . . . . . . . . .Minneapolis
Danielson, H. Emmett. . . . . . . .Watertown
Deem, Darlyne G.. . Medicine Lake, Mont.
. . . . . ..Minneapolis
Dickhart, Daniel A.
Dillon, Donald V.. . . . . . . . .Minneapolis
Dorn, Arthur W. . . . . . . .Minneapolis
Dorn, Roy V. . . . . . . . . . . . . . Minneapolis
Eckhoff, Joyce Jorgensen. . . . . . . .Delano
Egeberg, Herman . . . . . . . ..Minneapolis
. . . . . .Forgo, N. D.
Elness, Morilyn E.
Emerson, Robert C.. . . . . . . .Minneapolis
.
Engseth, Jerome M.. . . . . . . . . . . Wapata
Evenson, Robert A. . . . . . . . Minneapolis
Fenske, . Delmour W.. . . . .Pardeeville, Wis.
Frosig, Kristian V.. . . . . . . . . . .Minneapolis
Gjesdahl, Alice E..
. . . . . . . .Minneapolis
Goodrich, Quentin A. . . . . .Minneapolis
Grender, Carol Y.. . . . . . . . . . . .St. Paul
Gustafson, Charles R.. . . . .Minneapolis
. . . . . . .Zimmerman
Hagen, Marvin L. . .
. . . . .Minneapolis
Holling, Lloyd L..
Hamre, James S.. . . . . . . . . . ..Montevideo
Hansen, Clarence C. . . . . . . .Minneapolis
Hegge, Hialmer M.. . . ..... Williston, N. D.
. . . . . . .Veblen, S. D.
Hill, Lorne H.. . .
Hodne, Richard H.. . . . . . . . . . .Minneapolis
Hokanson, Betty M. . . . . . . . . . .Butterfield
.... .Minneapolis
Hushogen, Berton R.
~acobsen; Alice A.
Jensen, Sherman R.
. . .
Thief River Falls
Paul
. . . . . . . . .St.
(1) Registered for first semester only.
Johnson,
Johnson,
Johnson,
Johnson,
Johnson,
Johnson,
Arlan K. . . .Grand Forks, N. D.
James L. . . . . . . . . ..Minneapolis
Joan M. . . . . . . . . .Minneapolis
Norman F. . . . . .Farmington
Robert J. . . . . . . . .Minneapolis
Roger A. ( 1 ) . . . .
Minneapolis
Kirchoff, Ralph M. ( I )
Kohls, Allan J. (1)
Kvam, Marilyn J. ( 1 ) .
Minneapolis
.Minneapolis
.Minneapolis
.
...
. . . . .LeSueur
Lapham, Dean L. .
. .Minneapolis
Lingen, John R..
Loh, Ellen . . . . . . . . . Formosa, China
Lundeen, Donovan T- . . . .Minneapolis
Minneapolis
Lundgren, David D. . .
Monger, Elizabeth J . . . .
Mattson, Harold S.. . .
Nofer, H. Fred..
Wilmette, Ill.
. . . . . ..Hoffman
.
. . . . .
Ohno, Tom T.. . . . . . .
Olson, Douglas 0. . . . .
Olson, Harry E., Jr.. . . . .
.
Olson, Howard S.
Oxorson, Rhoda L. . . .
. . .
Ostrem, Gloria R.
Oudal, Wilmer J.. . . . . .
.Minneapolis
.Minneopolis
.
.
Cottonwood
.Minneapolis
. . . . .Winger
Minneapolis
. Joliet,
.
Ill.
.Minneapolis
Parizek, Gloria M.
. . .Minot, N. D.
Potana, R. Raymond. . .Crystal Falls, Mich.
Pearson, Howard E.. . . . . . .Minneapolis
Pearson, Richard L.. . . . . . .Minneapolis
Petterson, Leroy M. . . . . . . . . Colfax, Wis.
Radde, Leon R.. . . . . . . . . ..Minneapolis
.Rugby, N. D.
Razook, Patricia R. . .
Mountain Lake
Reimer, Donald J.. . .
Rimmereid, Arthur V. New Rockford, N. D.
Ringstad, Ruth J.. .
Exanaba, Mich.
Ronningen, Marlene A.
. .Carpio, N. D.
Rykken, David A. . . . . . . . . . ..Roseau
Shultz, C. Arthur.. . . . . . Spokane, Wash.
Silrum, Edwin 0..
. . . . . . . . . . .Minneapolis
Silverstein, Richord S. (1). . . . . . . .St. Paul
Skogsbergh, Samuel P. (1). . . .Minneapolis
Steineke, Donald D.. . . . . . . . .Moose Lake
Stenoien, Vernon S.. . . . . . . . . .Minneapolis
Straiton, Thomas P.. . . . . . . . . .Minneapolis
Strommen, Dorothy M.. Blanchardville, Wis.
Tamm, William C.. ......... .Minneapolis
Thompson, Carol J.. ....... .Binford, N. D.
Tuff, Harry A.. ........... .Rugby, N. D.
Undseth, Marvin S . . . . . . . . . . .Minneapolis
Vetvick, Leo B.. . . . . . . . . . . . . .Minneapolis
Vik, Phyllis J.. . . . . . . . . ..Waubay, S. D.
Werts, Harold G..
..........
Zustiak, Mildred R. ( 1 )
Me"
Women
.Minneapolis
. . . . . .Minneapolis
71
. . . . . . . , . . . . . . . . . . . . . 26
Total
JUNIORS
Aasen, E. Hildegarde. . . . . . . . . . . . Winger
Amdahl, Oliver D.. . . . . . Flandreau, S. D.
Andersen, Donald W. . . . . . . .Minneapolis
Anderson, Janice A. . . . . . . . . .Minneapolis
Anderson, Robert H. . . . . . . . .Minneapoiis
Berntsen, Ruth Ann. . . . . . . . . .Minneapolis
Blake. Shirlee A.. . . . . . . . . . . .Ottawa, Ill.
~otko, Willard J. . . . . . . . . . ..Minneapolis
Brondt, Curtis H. ( 1 ) . ...... .Minneapolis
Carlson, Erwin L. . . . . . . . . . . .Minneapolis
Carlson, Roger E. . . . . . . . . . . .Minneapolis
Chilstrom, Herbert W..
Litchfield
Cummings, Frank W.. . .Atlantic City, N. J.
.........
Dill, Donald J.. . . . . . . . . . . . . . . . .Elk River
Dorr, Ardis S.. ................ .Mentor
Dreyer, Marlys 1.. ...... .Spokane, Wash.
Dyrud, Betty J. ............. Newfolden
Elnes, S. Jerome. . . . . . . . . . . . . . .Garfield
Erickson, Donna Ruth. ............ Duluth
Erlandson, Wallace E.. . . . . . . .Minneapolis
Evenson, Leland E.. . . . . . . . . . . . . . . Hanska
Fox, Curtis A.. . . . . . . . . . . . . . .Minneapolis
Fraasch, Audrey J.. ......... .Montevideo
Froiland, David C.. . . . . . . . . . .Minneapolis
Fullerton, Gerald L.. . . . . . . . . .Minneapolis
Geisendorfer, James V.. ..... .Minneapolis
Gustafson, Violet E.. .... .McGregor, N. D.
Hafstad, Wallace 1.. . . . . . . . . . . . . .Hawley
Hamberg, Elaine L. (2). .. .Williston, N. D.
Hanson, James A. ( 1 ) .
.Minneapolis
Harkman, Marylr A.. ........... .Cokato
Harrison, Jean L........... .Minneapolis
Helland, Florence 1.. ...... .Binford, N. D.
Hibbard, Gerald C. ........ .Minneapolis
Hielmeland, Selmer J.. ... .Williston, N. D.
Hoeft, Robert L. (2). ............ Shafer
Holmberg, Richard H.. . . . . . . .Minneapolis
Huglen, Erling S. ............ Newfolden
Hushagen, Orpha 1.. .......... .Gonvick
......
(1) Registered for first semester only.
(2) Registered for second semester only.
Ingman, Robert C.. . . . . . . . . ..Minneapolis
Isaacson, Edsel C.. . . . . . . . . . . . . ..St. Paul
Jensen, Alice K.. . . . . . . . . . . . . .Rosemount
Joel, Leone B.. . . . . .Elbow, Sask., Canada
Johnson, Marcellus 1..Newman Grove, Neb.
Johnson, Richard J. . . . . . . . . . . . . .Kenyon
Johnson, Wilgard G. . . . . . . . . . . .Herman
Kallio, Harold N.. . . . . . . .Chatham, Mich.
Kleven, Lowell H.. . . . . BlanchardviHe, Wis.
Knutson, Maryan A.. ...... .Granite Falls
Kyllo, Valborg L.. . . . . . . . . . . . . . . . Kenyon
Langseth, Robert V.. . . . . .Argusville, N. D.
Larson, Arlene J.. . . . . . . . . . . . . . . Wadena
Larson, Richard J.. . . . . . . . . . . . Kerkhomn
Larsson, Kenton D.. ........ .Taylors Falls
Lusk, George W.. . . . . . . . . . . . . . . St. Paul
Main, Ronald C. ( 1 ) . ........... .Proctor
Mathiason, Alan E.. . . . . . . . . . Warthington
Mattison, Robert T.. . . . . . . . . . .Minneapolis
Melby, Naomi E.. . . . . . . . . . . . .Lake Lillian
Miesnieks, Arija (2). ........ .Minneapolis
Mulliken, John K.. ............. .St. Paul
Munson, Paul C.. . . . . . . . . . . . .Minneapolis
...........
Nelson, Eorl 0. (1).
.Niwllet
Nelson, Gordon A. ........ .Minneapolis
Nelson, Janet A.
.Ellendale
Nelson, Marion J. ......... .Mhneapolis
Norum, Donald A.. ............ .Hallack
.Cumberland, Wis.
Nyhus, Edward 0..
Nystuen, Winifred H.. .Erickson, Man., Can.
............
....
Olesen, Esther ............. Racine, Wis.
Ollila, Douglas J.. . . . . . . lshpeming, Mich.
Olson, Julian R..
.Minneapolis
Oren, Donald G.. ............. St. Paul
Oudal, Yvonne M.. ......... .Minneapolis
...........
Patterson, Robert J..
Peterson, Clinton J.
Peterson, Colette M.
Peterson, Harold E.
.............
........... .
.Lucan
J d h
........ .Minneapolis
. . . . . . . . . Minmeupolis
Phillips, Merton C.. . . . . . . . . . . .Excelsior
Pribble, Fred C..
.Minneapolis
..........
Quanbeck. Kent B..
. . . . . . . .McVille, N. D.
Reinertson, Arlene. .
Mont.
Thompson, Agnes E.. ........ .Minnaqol[s
Thoreson, Allan R. ...........Paferwn
Tiornhom, Barbara L.. ........... St. Poul
T ~ ~ J ~ ~ ~jerome
, - J , c.. ........ .
Twiton. Robert E..
.......
~
i
~
Robetorye, Paulette. . . . . . .Whitefish, Mont.
Rolf, Louis P. (2). . . . . . . . . . . . .Watertown
Valtinson, Joseph 0..
.DeKalb, Ill.
Rundquist, ~ ~ ~
G..t . .i . l. . . , . . ~
i
~Vick, ~Oliver~K.. ~
~ .Minneapolis
~
l
i
Rust.-Garv,R.. . . . . . . . . . . .Harwood. N. D.
Weber, Joyce I. ( I ) . . . . . . . . . .Racine, Wis.
Samson Phyllis M-. . . . . . . . . . .Minneapolis
Westphal, Joanne C.. . . . . . . . . . . .Modelia
Sandness, Albert
J.. . . . . . . LaMOure, N - D.
Winquist, R. Elaine. ............. Duluth
Sondquist, Shirley K.. . . . . . . . .Cambridge
Estherville, lowa
Wolden, Gerhard P..
Shiell, James L.. . . . . . . . . . . . . . . .Hoffman
working, D~~~ J. (2). ........ +-ritchfield
Sigler, Fred C.. . . . . . . . . . . .Minneapolis
Skogen, Clyde L.. . . . . . . . . . . . . . . . . . .Isle
Youngquist' Edmund R.' .......... "laton
Skovholt, Ardelle E.. . . . . .Mooreton, N. D.
Soiseth, Marilyn H.. . . . . ..Williston, N. D.
Solberg, Marilyn Y.. . . . . . . . . . .Ray, N. D.
Men
69
Sonsteng, Ruth E.. . . . . . . . . . . . Salol
Women
42
Sorenson, James A.. . . . . . . . . . .Eleva, Wis.
Stensland, Donald E.. . . . . .Portland, N. D.
Total . . . . . . . . . . . . . . . . . . . . . . .
111
.......
...........
.....
..........................
.....................
-
SOPHOMORES
Ahlquist, Earl S.. . . . . . . . . .Minneapolis
Allar, Donold J.. . . . . . . . . . .St. Louis Park
Amundson, Robert E.. . . . . . .Minneapolis
Anderson, Arthur L. . . . . . . Minneapolis
. . . . . .Bruno
Anderson, Curtis M. . . .
Anderson, Donna Lou . . . . .Argyle, Wis.
Ashland, Wis.
Anderson, E. William . . .
Anderson, James W. (2). . . . .Minneapolis
Anderson, Myron E. ...... . . . . . .Cokoto
Anderson, Norman E. ... . . . .Lamberton
. . . . .St. Paul
Anderson, Theodore W.
.
Becker, Louis 0..
...... . . . .Minneapolis
Benson, John E. . . . . . . , .Milwaukee, Wis.
. . . . . . . Lanesboro
Berge, Mavis S.
Bodin, Wesley J.. ..... . . . . .Minneapolis
Bosmoe, Valborg J.. ... . . .Pierpont, S. D.
Bouchard, Janet A.. ... ..... .Minneapolis
Briggs, Walter C.. ..... . . . . . .Minneapolis
Burnom, Roy P,. Jr.. . . . . . . . Cordele, Ga.
......
Christensen, Kay M.. . . . . .Marinette, Wis.
Clevenger, Montague S.. . . . .Minneapolis
Collins, Jane B.. . . . . . . . . . .Monticello
Dahlin, Moxine M.. . . . . . . . . . . . . . .Cokato
Dahlund, Lois M. (1). . . . . .Kenmore, N. D.
Danger, Mary J.. . . . . . . . . . . . .Stanchfield
(1) Registered for first semester only.
(2) Registered for second semester only.
~
~
Sun Pmirie, Wis.
Davis, Darwin K.. . . . . . . . .Waubay, S. D.
Dodds, Jack D.. . . . . . . . . . . . . .Minneapolis
Dreyer, Gladys M..
.Spokane, Wash.
Dronen, Richard A.. . . . . . . . . .Minneapolis
Dumpys, Hans G.. . . . . . . . . . . . .Hutchinson
.....
.........Minneapolis
Egertson, Darrell J..
Eide, Delores M..
Ekstrum, Norman 0..
............Minneapolis
........ .Zimmermon
......
Haderslev, Denmark
Favrholdt, Gyde
Flok, Lorents J. (1). ......... .Minneapolis
Flann, Duncan D.. .......... .Lake Lillian
Foss, Elaine D.. . . . . . . . . .Maddock, N. D.
Gilbertson, Nora M.. ..Frontier, Sosk., Con.
Gronseth, Phillip N.. . . . . . . . . .Minneapolis
Hogen, Dean L.. . . . . . . . . . . . . . . .Starbuck
Hogestuen, Richard M.. . . . . . . . . . Starbuck
Halling, Beverly J.. . . . . . . . . . .Minneapolis
Holvorson, Helen A.. ... .Galesburg, N. D.
Hanson, L. David ......... .Long Prairie
Hanson, Joanne K. (1). ..... .Minneapolis
Hanson, Phillip J. ....... Estherville, Iowa
Hanson, Wallace L. . . . . . . . . . . . . . Woseca
Helland, Rachel E.. .... ..Thief River Falls
Hemingway, G. Jerome. . . . . . .Minneapolis
~
Heng, Rdf 0... . . . . . .
Minneapolis
Henjum, Raymond H.. . .
. . .Hoffman
Herman, Rabert M.. . . . . . .Minneapolis
Holcombe, Thomas E.. . . . . . .Minneapolis
Holmberg, Phllip A.. . . . . . . .Minneapolis
Holt, Everett V.. . . . . . . . . . . . . . . .Carver
Honebrink. Elsa M.. . . . . . .
. . .Cologne
Jamieson, Robert G. (1).
Jensen, Maren J. . . . . . .
Jensen, Paul J. . . . . . . . .
Jenson, John R. . . . . . . . . .
Jerdee, Mary L.. . . . . . . .
Johnson, James A. . . . . . . .
Johnson, Marjorie A. . . . .
Johnson, Wesley A. . . . .
Johnson, William R. (1)
Jorgensen, Beverly M. (2)
. Minneapolis
. . . .St. Paul
. . Bronx, N. Y.
. .Minneapolis
. .Minneapolis
. . . . . .Kenyon
. .Minneapolis
Hammer, S. D.
. .Minneapolis
. . . . . .Delano
Karlstod, Elmer . . . . . . . . . . . . . . . . Salol
Kling, Bernadine J. (1) .Dunn Center, N. D.
Knudson, Noel M.
. . . . . .Minneapolis
Kolden, Carolyn M. . . .Portland, Ore.
. . . . Robbinsdale
Larson, Audrey V.
Larson, Grace M. . . . . . . .Fargo, N. D.
Larson, Myrtle I.
. . . .Bewick, N. D.
Lorson, Robert D. . . . . . . . . .Moorhead
Ludvikn, Stanley B.. . . .Portland, Ore.
Lunow, Arthur A..
. . .St. Louis Park
Mahre, Richord A. . . . . . . Minneapolis
Malanfont, Lawrence G. (1). . .Minneapolis
Martin, Gerold A. (1). . . . . . . .Rocine, Wis.
Matre, Mary Ann. . . . . .Estherville, Iowa
Mickelberg, Erwin D.. . . . . . . . .Minneapolis
Modin, J. Henry (1). . . . .Sheyenne, N. D.
. . . . . . . . . . . .Dawon
Moe, Dorothy R.
. . . . . Minneopolis
Morseth, David J.
Nelson, Lenord G. .
. Cloquet
Nelson, Lennart D. . . . . . Minneaplis
Nelson, Philip A.
.
. . , Modeiia
Nelson, Raymond S. .
Maple Plain
. .Minneapolis
Nordstrom, Ethel C.
Olson, Arlene M.
Omdohl, Beverly F.. .
Ostgaard, John D. (1)
Tioga, N. D.
. .Fosston
Climax
(1) Registered for first semester only.
12) Registered for second semester only.
Parkhurst, Milford C.
Pauluk, George . . .
Peterson, Canten . .
Peterson, John R. . .
Pousi, Ruth M.. . . . .
Mondovi, Wis.
. .Minneapolis
. .Minneapolis
Cambria, Wis.
. . . . . .D a w l
Quonbeck, Paul M.
Minneopolis
Saari, Corwyn J.. .
Minneapo!i:
Schuldt, Kenneth E.. .
Minneapoiij
Seaver, John E. . . .
Minneapoiir
Capron, Ill.
Seaver, Roma R.. . . .
Siegel, David H..
.
Minnwpolis
Skaor, David W.. .
R ~ k l o r d .Ill.
Skjerseth, Donald.
.
B r d e ! , N. D.
Sneitzer, Robert F. . . .
South St. Paul
Steinbrecher, Wayne G.
Minncupolis
M~nnrupol;!
Stenoien, Daniel M.. .
Stensrud, Richard H.. .
Minnecpol:j
Strand, Sheldon A. (2)
Minneapoli3
-3rootee
Strande, Nels A.. . .
Strandlie, Wenona C.
. MinneapoIis
Strutz, Donald R.. . . .
Mdrinerte. Wis.
Swanson, Betty A. ( 1 ) . . . . . . .Minneapolis
Syse, Sanford D.
. Blanchardville, Wis.
Thoreson, Wayne L.
Tollefson, Arlene V..
Tollefson, Duane L.
Topp, Vernald M.
Twedt, Agnes S.. . .
Tweet, Agnes M.. .
.
.
Minneapolis
. . . . .Grove City
. ..McHenry, N.
D.
Tunbridge, N. D.
Unseth, Malcolm W.
Welde, Ronald B. (1)
West, Kenneth W.. .
Willcox, Donald J.. .
Wood, Maynard E..
Men..
Women
.
.
.
..
.Peterson
. .Minneapolis
Minneapolis
.
. .Minneapolis
Maple Park, Ill.
. . .Minneapolis
Paynesville
.
FRESHMEN
Allen, Joyce L.. . .
. .Minneapolis
Almquist, James A..
. .Sand Creek, Wis.
Amundson, Margaret A. . . . ..Minneapolis
Amundson, Shirley M. . . .Wolhalla, N. D.
Anderson, Beverly A. (1). . . ..Minneapolis
Anderson, Deloris Ann
. . . .Ogilvie
Anderson, Keith 0.. . . . Sacred Heart
Anderson, P. Mark (1). . . ..Minneapolis
Anderson, Merriam J. . . . . . . Robbinsdale
Anderson, Potricio J. (2). . . . .Minneapolis
Anderson, Roy Wm. (1). . . . . . .Mound
Anfenson, Pattie J. ( 1 ) . . . . . .Wayzata
. . . . .Minneapolis
Anklam, Robert D. (2)
Arneson, Suzonne M.
. . . .Fargo, N. D.
Arvidson, Kenneth V.
. . .Rockford, Ill.
Bakken, Betty Lou . .
. .Bristol, S. D.
Barber, Robert E.. . . . . . .Saginaw, Mich.
Boxter, Gerald D..
. . . . . . . .Robbinsdale
Bieri, Bonnie Kay.. . . . . . . Blaisdell, N. D.
Bolstad, Kermit E. (2). . .Homestead, Mont.
Boraas, J. Sherman (2). . . . . . . . . .Dowon
Brogg, James A. (2) . . . . . .Chicago, Ill.
. . .Minneapolis
Brandt, Erwin W. (1)
Bremseth Janice M.. . . . . . . : .Minnea~olis
Brown, constant . . . . . . . . . ~obbinidale
Bullock, Richard W.. . . . . . .Minneapolis
Burman, Cory1 A. (1) . . . . . . . . . .Molmo
Bushey, Patricia 1. . . . . . . . . . .Rochester
. . . .Minneapolis
Buskirk, James E.
Bystrom, Wayne R. (1). . . . . . .Minneapolis
Corlson, Ann C. . . .
Carlson, David Jon
Carlson, Roger Alvin
Christensen, Orla J.
Christiansen, Alto J. .
Christianson, Mary J.
Clayton, Joan A. (2). . .
Conyers, LeRoy H.. . .
Currey, Donold E.. .
. . . . .Minneapolis
. . .Minneapolis
. . . . .Minneapolis
. . . . .Clarkfield
.
.Fergus Falls
. . . . Knapp, Wis.
. . . .Minneapolis
Minneapolis
.Appleton
Dahl, Morilyne J.. . .
Dahl, Stuart A. . . . . .
Dahl, Syba M. . . .
Dahlbloom, Joyce C.
Dickens, Clara M..
Glenburn, N. D.
.New Richland
. . . .Waseca
. . . . .Excelsior
Harrisburg, S. D.
Egesdal,. Sanford E.
.
.Elmore
Eglitis, Mirdza Z. . . . . . Minneapolis
.Minneapolis
Elioson, Ann E. (1). .
Engebretson, DeRonda (1).
. lola, Wis.
Elias, LeRoi T.
. . .
. Adrian
Engstroin, Arthur M. ( 1 ) . . . . . .Minneapolis
Enstad; Luther W. . . Grand Forks, N. D.
(1) Registered for first semester only.
12) Registered for second semester only.
Erickson,
Erickson,
Evavold,
Eveland,
Everhart,
Lelond F.
..
Rodney 0.J.
Charles A.. .
Glen C. (1)
Joan M.. .
Gary D. (2).
Floistad, Dorothy M.
Fowldst Carol M.. .
Fox. Mary Ann . . . .
Franzman. Douglas C.
Morris
Glenwoad
Battle Lake
Backus
. . Bagley
. . Robbinsdale
Milwaukee, Wis.
. .Glenwood
.
.Minneapolis
.
Minneopolis
J.
Gennrichr Gretchen G.
Verner L.. .
Gierde, Audrey C. (1)
Gohrick, Joane E.. .
Granell, Nola D.. . . .
Gratz, Duane J. (2). .
Greguson, Miriam E.. .
Gunderson, Raymond H.
Gutzmann, Gordon K.
.Minneapolis
.Minneapolis
. . . . Barnum
Portland, N. D.
Shelton, Wash.
. . .Clarkfield
.Minneapolis
.Minneapolis
Minneopolis
St. Paul
Haoen, Elizabeth G.. .
Montevideo
. .Strum, Wis.
Halverson, Gordon J. (2)
Halvorson, Margoret A.
. .Middle River
Hamberg, Glenn E.
Williston, N. D.
. . . . .Aitkin
Hanson, Ruth E. . .
.
.Minneapolis
Haugen, James S.
Haynes, John W.. . . . . . . .Minneapolis
Helgaas, Margaret A. . . .Madison, S. D.
Hendricks, Dean M.. . . . . . . .Minneapolis
Hermanson, Margaret A.. Blanchardville,
Wis.
Hiermstad, Stanley L.. .
Walloce, S. D.
Hofflander, Thomas M.. . . . . . .Minneapolis
Hofstad, Stephen R. ( I ) . . . . . . . .Madison
Minneopolis
Homme, Donald W.
Homme, Gloria E.
.
Minneapolis
Honstad, Janet M.
. . Bagley
Hovden, Robert A.. . . . . . . . .St. James
Kirkland, Wash.
Hoverson, Julius E.. . .
Hoversten, Thomas H.
.Alden, Iowa
.
.Minneapolis
Howell, George L..
Hunt, Elaine H. . .
. Minneapolis
Johnson, Beryl R. .
Johnson, Darrel W.
Johnson, Farolyn M.
Johnson, Jerome L.
Johnson, Mavis J.
Jones, Louise M..
Kallman, Ralph f .
Kirchner. Robert 1
Minot, N. D.
..
.Hutchinson
. . . . . . . Molmo
Minneapolis
. . . . . .Hendricks
Solon Springs, Wis.
Minneapolis
Farmingto-
Konsterlie, Esther T.. ............Willmar
Kopps, Marilyn L.. .... Blanchardville, Wis.
Lamberton
Krengel, Richard 6..
Kunkel, Lucille M.. ......... Almena, Wis.
..........
Larson, Carol M. .......... .Minneapolis
Larson, Melvin W. (2). . . . . . . .Minneapolis
Larson, Robert C.. ..........Robbinsdale
Le-$ander, Roger V.. ..... .Plum City, Wis.
Lee, Carolyn B. ......... .Norma, N. D.
Lee, Russell C. . . . . . . . . . . . . . . . . . Fosston
Leines, Beatrice H. . . . . . . . . . . . . Willmar
Lindal, B. Constance. .Fort Erie, Ont., Can.
Lindbloom, Lilllun E.. ......... .St. Fmncis
Lindgran, Delmar V. (1).
.Minneopolls
Locke, M i h o e l G. .............. St. Paul
Lcckwmd, Robert R..
..Minnmpdk
Loland, Ruth L.
Seattle, Wmh.
Lower, Carolyn E.. ........... .St. James
Lundgren, Robert A. (2). . . . . . ...St. Paul
Lundin, Hotvey k..
. . . . . . . .Minneapolis
Lundquisf, Willlam E. (1).
.Minneapolis
Lunklay, Robert A. IT).. . . . . ..Minneapolis
Lusk, Joyce M.. ............... .St. Paul
....
......
..........
...
McCarlson, B. Louise. . . . . .Websterr S. D.
Malcolm, Lowell P. (1). . . . . . . .Minneapolis
Maitin, John L. (1). . . . . . . . .Racine, Wis.
Matison, Jerrj W. (1). . . . . . . . . . .Belview
kattbon, David D.. . . . . . . . . . . . Lamberton
...... .Big Lake
Meredith, Patricia J..
Miller; Gary E. (1). . . . . . . .Marinette, Wis.
Miller, Kenneth E.. . . . . .Valley City, N. D.
Moe, Donovan A.. . . . . . . . . . . . . .Dawson
Moen, Ardell J.. . . . . . . .Hillsboro, N. D.
Moen, Ethel A, (1). . . . .Galesburg, N. D.
Moore, Cleve J.. . . - . . . . .Escanaba, Mich.
Morgan, Emily J.. . . . . . . . . . . .Minneapolis
Mortenien, Elizabeth A.. . . . . .Minneapolis
Moylan, Robert L.. . . . . Spokane, Wash.
Muten, Shirley A.. . . . . . . . . . .Minneapolis
MuAson, Christine C.. . . . . . . . . . . .Atwater
Munson, George R.. . . . . . . . . . .:.St. James
Murins; Valdis ..............:.. Hopkins
Myhre, Edwin C.. . . . . . . . . . . . . . .Mahtowa
:
N e b , Barbara C. . . . . . . . . . . .Alexandria
Nelson, Lois V. (2) . . . . . . . .Marinette, Wis.
Nelson, Morlys E.. .......... :.. .Belgrade
Nelson, Wayne L.. . . . . . . .Marine*,
Wis.
Ne+tnd, Marlys J.. . . . . . . . . . .Paynesville
Nerheim, Lawrence E.. . . . . . ..Minneapolis
Nevin, LeRoy E.. . . . . . . .Cumberland, Wis.
Nlchols, James E.. . . . . . . . . . . Minneapo!is
.
Nickodym, Donald A. (1). . . . . . . . Hopkins
Norby, Robert D.. . . . . . . . . . Appleton
.
Nygaard, Gwen J.. . . . . . . . .Minneapolis
(1) Registered for first semester only.
(2) Registered for second semester only.
......
Nylander, Kenneth L..
.Tioga, N. D.
Nystuen, David 1.. ........... Northfield
.........
..........
Olsen, Joyce A..
Kenmare, N. D.
..Minneapolis
Olsen, Mary H.
Olson, Damaris R. ..........Minneapolis
Olson, Elinor J. ......... ..Middle River
. k p l e Park, Ill.
Olson, Laurence 0..
Olson, R. Luther.. .......... .Minneapolis
Olson, Magne B. .......... .Minneapolis
Olson, Marya M. ............ Formington
Olson, Richard C. .......... .Minneapolis
Olson, Richard M. (2). ...... .Minneapolis
Oredson, William P. (1). .... .Minneapolis
Ose, Roy A. (1). ........ Thief River Falls
Ose, Roger K.. ........ .Thief River Falls
Overlund, E ~ i nK.. . . . . . . .Silverton, Ore.
.....
Porkhurst, Donald L. (1). . . .Mondovi, Wis.
Parten, Eunice C.. . . . . . . . . :....'.. .Welch
Paulson, Helen L.. . . . . . . . . . : .Minneapolis
Pearson, James K.. . . . . . . . . . . . . . . .Askov
Pedersen, Virginia M. . . . . . . . . Greenbush
Pederson, James L. . . . . .:. ... .Nye, Wis.
Petersen, Marilyn J.. . . . . . . . .".Ht~tchinson
Peterson, Connie J. . . . . . . . . .Minot, N. D.
Peterson, Joyce Ann . . . . . . . .Mitiheapolis
Peterson, Robert E. ....... ::Minn&polis
Plumedahl, James D. (2). . .'::Robbinsdale
Prieditis, Elmars A.. . . . . . . . . . :Minneapolis
Propp, Richard L. (1). . . . . . . .R&ford,
Ill.
Quanbeck, Norman J.. . . . . . ,, . . .Bertha
Rodintz, Rolland A.. ....... r ,Minneapolis
Rasmussen,. Joyce M.. ....... .Minneapolis
Reichstadt, Lloyd H.. . . , ...:... ..Cepter City
Rorvig, Bruce W.. ..........McVille, N: D.
Rudetl, Violette I . . .......... .Minneapolis
Rundstrom, Alice L.. ......... :Salem, Ore.
> ; .........
Sandback, William W.. ...:...:'.Minneqpolis
Sad, Donohue R.. ........ ..;.. .Palisade
Saugstad, Mary J. (1). ..... .Hudson, S. D.
Schoess, Alden J.. ......... :.,.~Mihnwpolis
Schroeder, Dennis F.. ..... :Mountain.iake
Schultz, Carl E.. ...........: . ..;Ririe:River
Seaver. Ray E.. ............ . M i ~ e a p o l i s
Doran
Shelstad, Roger E.. ........ ..,;-; :. .#.
Sherry, Richard J. (2). ......Westby, Wis.
Skor, Emily A.. . . . . . . . . . .:-rUpham;.N. D.
Smetzer, Harlen C. (1). ... : :IRobbimsdale
Smith, Elmer S.. ......... .'&&IQ
Wash.
Smith, Joonne C.. .......... :,Robbinsda!e
Soukup, Donald F. (1). ...... .Minneapolis
Stonerson, Noomi. ...... .EsthBrville, Iowa
Stensland; Arlen H.. . . . . ..Pofitand, N. D.
....
.
Strand, Theodore H. (2). . . .Minneapolis
Sunde, John P. . . . . . . . . . . Minneapolis
Suther, Paul R.. . . . . . . . . . . . .Cass Lake
Swensop. James W.. . . . . . . . . . .Windom
Swenion,' Johann H.. . . . . . . . . . . . . Waseca
Sylvester, lone L.. . . . . . . . . . . . . Starbuck
~hompson;Glenn K.. .......Seattle, Wash.
Thompidn, John T.. . . . . . . . . .Kandiyohi
Thompson, Theodore T. (2). . . . . .McGregor
Thorpe, Glenn C.. . . . . . . . . ..Aniwa, Wis.
Thorpe, Mark C.. . . . . . . . . . . . .Aniwa, Wis.
Thorson, .Marilyn J.. . . . . . . . Minneapolis
Thorud, Richard A.. . . . . . . . . .Minneapolis
Thorvig, Kathryn L.. . . . . . . . .Minneapolis
Timmons, Eunice B.. . . . . . . . . . .Minneapolis
Tollefson, Connie L.. . . . . . . . . .Minneapolis
Traver, Reginald J. (1). . . . . Minneapolis
Vollmer, Howard R. (2). .
Voxland, Joan M. . . . . . .
Wahlstrom, Vernon J. S.. . . . . . . . .Grasston
Walden, Dorothy M.. . . . .Manitowoc, Wis.
Waldon, John E. (2). . . . . . . . . .Minneapolis
Warder, William W. (1). . . . .Minneapolis
Warnes, Wanda E.. . . . . .
. . . .Stephen
Wellington, Richard J.. . . . . . . .Minneapolis
.Minneapolis
White, Merlin J.. . . . . . . .
Wick, Joon, B.. . . . . . . . . . . . . . . . .Aitkin
Wicklander, Donald (2). . . . ..Minneapolis
Williams, Beverly A., . . ..
.Minneapolis
Farga, N. D.
Ysteboe, Ruth I.
Zokariasen, Lloyd A. (2)
Uleberg, :Alice M.. . . . . . . . . . . . . .Madelia
Urness, John L.. . . . . . . . . . . . . . Mclntosh
.
Men
Women
Vigen, Gladys H.. . . . . . .Thief River Falls
Voeks, George H. (2). . . . . . . .Minneapolis
Total
Excelsior
...........
.........
.....
SPECIAL AND UNCLASSIFIED
Andemn, Roger V.. . . . . . . . . . . . .St. Paul
Aria, Frank L.. . . . . . . . . . . . . . .Minneapolis
Magnuson, Albert . . . . . . .
Markson, Stanley H. (1). .
Marquardt, William G.. . .
Mickelberg, Carolyn J. (2)
Carlseh,:3. Beverly (1) . . . . . . . .Minneapolis
Castle, Bradley F. (2). . . . . . . . . .Stillwater
Caviness, Dovid C. (2). . . . . . . .Minneapolis
Christopherson, James E. (2)
. .
Valley City, N. D.
Colaai, Conartta M. (1). . . . . .Minneapolis
Nelson, Martin K.. . . . .
Northfelt, Richard A.. .
......
Minneapolis
.Minnaupolis
. . . St. Paul
. .Minneapolis
.Minneapolis
.Minneapolis
Oliver, Myrtle R. (1). . . . . .Minneapolis
Olson, William L. (2). . . . . . . . .Minneapolis
Oppen, Ronald E. ( 1 ) . . . . . . . .Minneapolis
Dahlager, -Arlo 0.(1).
.Minneapolis
Dahle, Adeline (2). ......... .Minneapolis
Drury, Thomas R. .......... .Minneapolis
.Minneapolis
Paulson, Philip H. (2). . . .
. . . . .St. Paul
Peterson, Lloyd E. (1).
Porten, Horace A. . . . . . . . .Alvarado
Fairbanks, Laland L.. .......... .Harmony
Fisher, Gaorge W.. ............. .Morris
Frank,' Sydney C. (1). . . . . . . . .Minneapolis
Sitton, Maryiann (2) . . . .Houston, Texas
Spry, June M.. . . . . . . . . . .Minneapolis
Swenson, James A. (2).
.Hopkins
Gilbert, Earl J.. . . . . . . . . . . . . .Minneapolis
Gimse, I. Shelby.. . . . . . . . . . .Minot, N. D.
Thorson, Arthur W. .
Halvorsen, Elmnor.City Island, Bronx, N. Y.
Jacobson, Luther H. (2). . . . . . .Minneapolis
Kallevig, Lloyd C. (2) . . . . . . . . . . ;Willmar
Koppel, Heljo . . . . . . . . . . . . . .Minneapolis
Korpi, Hugo J. (1). . . . . . . . . . . . .
Ely
Lodohl, Helen
M.
Maas, Edwin H..
Medicine Lake, Mont.
...........
.Minneapolis
(1) RegjJtered for first semester only.
(2) Reg~steredfor second semester only.
Vartdal, Roger A. (1).
Vinger, Mary M.. . . . .
Minneapolis
. .Minneapolis
.
ST. Louis Park
Walker, Sue C.. . . . . . . .Minneapolis
Wilson, Woodrow W. (2) . . . .Minneapolis
Men . . . . . . . . . . . . . . . . .
Women
.............
Total
..
30
13
-
. . . . . . . . . . . . . . . . . . . 43
1x8
AUGSBURG
COLLEGE
AND
THEOLOGICAL
SBM~NAIIY
JUNIOR STUDENT NURSES 1
Bakke, Frances A.
Berg, Marilyn A.
Bjornrud, Lorraine A.
Viroqua, Wis.
Lindquist, Pearl E.. . . . . . . . . .Carver
. . . . . . ..Upsala
,
~
~
~ Melson,
f
~Marlys
l R.d . . .~. . . ~. . . .Monterey
Melvie, Margaret A.. . . . . . . . . . . .Viking
Carlson, Betty H. . . . New Auburn, Wis.
Ose, Betty F.. . . . . . . . . .Thief River Falls
Finstad, Ramona M.. . . . .Portland, N. D.
Otterdahl, Elaine M. . . . . . . . .Little Souk
Folske, Geraldine M.. . . . . . . . . ..St. Paul
Pederson, LaVonne 0.. Clear Lake, lowa
Gerber, Caryl J. . . . . . .Sheldon, Wis.
G ~ cryrtal
~ ~ E., . . .
~
~ lows
Reishus,
~
Meredythe
h
F..~
. . . . .Cottonwood
~
~
pembina, N. D.
Reynolds. Elizabeth A.. . . .Garrison, N. D.
Gryth, Helen P.. . . . .
Ringstad, Elra M.. .... .Escanaba, Mich.
. . .Nisswa
Rognes, Norma 1.. . . . . . . . . .Joice, Iowa
Hanson, Lorraine S..
Haugen, lngeborg C. .
.Pekin, N. D.
Hoivik, Deloris M.. . .
. ~ i ~Sandberg,
~ ~Carolyn
~ Mae
~ ~. . . l. . .i.St. ~
Paul
Sorkness, Elizabeth L..
. . . . . . . Henning
Johnson, Ferne M.. . .
Dolliver, Iowa
Thorsgaard, Carolyn A.
Hatton, N. D.
Kilde, Beverly A.. . . .
Barnesville
.
Roseau
Total . . . . . . . . . .
....
28
Kveen, Herdis S.. . . .
.
FRESHMAN STUDENT NURSES 1
Abrahamson, leleen M.
. . .Browewille
Andrews, Carole F. .
. .Annandale
Axelson, Evangeline L. . . . . . .Lancaster
Larsen, Jane E.
Lanen, Janet E.
...
La Crocse, Wis.
.La Cr-,
Wis.
Nelson, Lois V.
Backlund, Elizabeth A. . . . .Grand Marais
Barbo, Betty Ann. . . . . . .Superior, Wis.
........ .Echo
Bruss, J w n E.. . . .
.Strandquist
Carlson, Darlene L.
Duis, Elaine E.
' '
. . . . .Winger
Flermoen, Delois C.
Herold. Berdine L.. .
Horton, Barbara Ann
. ' 'Waseca
.
La Crow, Wis.
. . .Minneapolis
Jocobson. Melba L.
Johnson, Esther M.
Johnson, Joanne L.
. . . . . . .Sebeka
Knudson, Irma V. .
Marinette, Wis.
Langford, Phyllis A.
Minneapolis
.Viroqua, Wis.
. . .Moose Lake
( 1 ) Registered for first semester only
Okrina, Evelyn E.. . . .
Olson, Marlys J. . . .
Schauer, Carol F.
Shultz, Joan C.. .....
Stenseth, Claudine M.
Marinette, Wis.
.
Cottonwood
... .Canby
....... Waseca
Spokane, Wash.
.W.allace, S. D.
Tollefson, Junice K.
L'Ans?, Mich.
Veitch, Barbara L.
Vik, Margaret A. . . .
Suffon, N. D.
.:..Bagley
Wagner, lone M. . . .
Wickman, Beth/ Jean.
..
Wolff, Joan A.
Total
.
.Badger
Porterfield, Wis.
. . . St. Paul
~
GRADUATES 1952
SEMINARY
With the degree of Bachelor of Theology
Bervig, Arthur L.. . . . . . Forgo, N. D.
Ozclins, Karlis L.. . . . . . .Barronett, Wis.
Torgerson, Sheldon Luther. . . .Minneapolis
Nwge, Lowell Theodore. . . . . . .Madison
Rev. Elnar Gundale, Class of 1937 . . .Carpior N. D.
With the degree of Graduate in Theology
Andersen, Robe* W.. . . . . .Marinette, Wis.
Feig. Gilbert H. . . . . . . . . . .Minneapolis
Kordahl, Axel 0..
.....
Nystuen, Theodore C..
Minneapolis
Northfield
COLLEGE
With the degree of Bachelor of Arts
Anderson, Eugene Carlton
Anderson, Fritz J. . . .
Anderson, Jean C. . . .
Anderson, Kenneth L.
Anenson, LeRoy H.. . . . . .
Armstrong, James Douglas
Aune, Wilfred B.. .
. .Willmar
Minneapolis
Minneapolis
. .Ellendale
Minneapolis
.Minneapolis
Minneapolis
Backstrorn, Norman .
Bagley, Yvonne Marie
Baker, Phyllis . . . . . . .
Bakken, Hardis Cornelius.
Blomquist, Elroy C.
.
Bohn, Sherman J.
. .
Bozony, Mortha E.
Minneapolis
. . . .Gatzke
. Lakeville
Chicago, Ill.
Minneapolis
Minneapolis
Minneapolis
. . . . . Hallock
Kenrnare, N. D.
Carlson, Stella M.
Christensen, David W.
Dalberg, Leonard E.
Daniels, Earl R. .
Dingrnon, Donald L.
Minneapolis
Minneapolis
Minneapolis
.
.Concord
Emerson, Evonne L. . .
Eng, Leona Marie. . .
. . . . Bagley
Englund, Kenneth M.. . .
Minneapolis
Erickson, Delores Romelle
Arthyde
Erickson, Roland E. . . . . . . . .Kenyon
Faul, James 0.
. . . . .
Minneapolis
Gilberkon, Glen
. .
.Minneapolis
Glans, Roger Elmer. . . . . . .Minneapolis
Gordon, Robert Lee. . . . . . . .Minneapolis
Gryth, Beverly A.
Pembina, N. D.
Hage, Robert Roy
...
Hagen, James H.. .
Holler. Harriet Marie
.Minneapolis
. . .Montevideo
Wanamingo
.
Hansen, Harold John
Hanson, Celia JoAnn .
Hanson, Elmer Harland
Harvey, Richard V.. . . .
Helmke, Eugene V.
Hetager, Mildred . .
Hindemith, Jerry 0..
..
Hjelle, Orleite Belinda
Holmberg, Henry Allen
Holmquist, lvar Robert
Howells, Richard S. .
Minneapolis
. . . . . .Aitkin
. .Elk Mound
Minneapolis
. . . . .Cokato
Forgo, N. D.
Minneapolis
.Newfolden
. . .Minneapolis
East Moline, Ill.
. . .Minneapolis
Jacobson, Donovan . . . . . . . . . . . . . .Crystal
Johnson, Anton V. . . . . . . . . . .Minneapolis
Johnson, Donnis L.. . . Newman Grove, Neb.
Johnson, Gordon Phillip. .Blooming Prairie
Johnson, Morris Melvin . . . . .Minneapolis
Kleven, Charlotte . . Blanchardville, Wis.
Knudson, Millard John. . . . . . . .Minneapolis
Korpi, Hugo . . . . . . . . . . . . . . . . . . . .Eh/
Kottom, James D.
. . . . . . . . .St. Paul
Kuross, William J.. . . . . .
Minneapolis
Landsverk, Eleanor M..
Larson, Benjamin L. . . .
Larson, Elwood H. . . . .
Larson, Luther J. . . . . . . .
Larson, Marvin Leroy
Leak, John Roy, Jr.. . .
Luhn, Charles W. . . . . .
Lyngdal, Lloyd . . . . . .
. . .Fosston
Minneapolis
. .st. Paul
. . . Brockton
Minneapolis
.Minneapolis
Minneapolis
. . . Duluth
Madsen, John R.. . . . . . .
Mitmoen, Winnifred Arlene
Minneapolis
. . .Duluth
Nelson, Lola Joyce . . . . . . Stanchfield
Nelson, Roger h r l o w e .
. .Brooten
Nelson, Wayne Merle . . . . . . . . . . .Pennock
Nestvold, Elwood . . . . . . . . . Laramie, Wyo.
Northfelt, Leroy . . . . . . . . . . .Minneapolis
Nyhus, Leroy D.. . . . . . . . . .Tacoma, Wash.
Olson, Orville L . . . . . . . . . . .Oakes, N. D.
Onischuk, W;illiam . . . . . . . . .South St. Paul
Oscarson,. .Donald Roy. . . . . . . .Minneapolis
Ose,'Eleanor G.. . . . . . . . .Thief River Falls
Paulson, Arnold C. . . . . . . . .Wallace, S. D.
Paulson, LeVon Mae . . . . . . . . .Minneapolis
Paulson, Philip H. . . . . . . .La Crosse, Wis.
Petersen, Morlo D. . . . .Valley City, N. D.
Peterson, Harvey M. . . . . . . . .Minneapolis
Peterson, Vera V. . . . . . . .Superior, Wis.
Prazniak, John . - . . . . . . . . .,Minneapolis
Puterbaugh, Karl Dallas. . . . . .Minneapolis
Ringdahl, Irving C.. . . . . . . . . .Minneapolis
Roberts, Donavon . . . . . . . . . . .Lake Crystal
Rokke, David H.. ............ Strandquist
Schmidt, Ruth Ann . . . . . . . . . . . . . . Hawley
Schmitt, Gottlieb . . . . . . . . . . . . . . .St. Paul
Sirotiak, Arnold . . . . . . . . . . . .Minneapolis
Skiei, Lola Jean. . . . . . . . . . Williston, N. D.
Skonnord, Dorothy G.
Valley City, N. D.
Smith, Lynn Lorrell . . . . . . . .Minneapolis
Snodgrass, Melvin E.. . . . . . . ..Minneapolis
Solum, Marvin E.. . . . . . . . . . . . . . .Argyle
Swanson, Jean A.. . . . . . . . . . . . . . Bemidji
Blanchardville, Wis.
Thompson, Robert D..
Thorpe, Gordon D.. . . . . . . .Aniwa, Wis.
Thorsen, Floyd Curtis . .
.Minneapolis
Trones, Duane M.. . . . . . . . .Minneapolis
Underbakke, Leland B.
Minneapolis
Varner, Joanne Marilyn
Varner, Siegel S,. Jr.
.Minneapolis
Minneapolis
Walters, Orville Blair. .
.Minneapolis
Wang, Donna J.. . . . . . . .Minneapolis
Weidenbach, Paul A.. . .
.Minneapolis
Wilhelm, Max . . . . . . . . . . .Minneapolis
Young, Lyle Henry.. . . Valley City, N. D.
Men . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women . . . . . . . . . . . . . . . . . . . .
Total
......................
79
26
105
ENROLLMENT SUMMARY 1952-1953
FIRST SEMESTER
SEMINARY
.............................
............................
Men Students .
Women Students
Total
...................
...
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students ................................
....-.. . . . .
Total
....................................................
.........................
Total Enrollment . . . . . . . .
Deducting those counted more than once
...-.............
SECOND SEMESTER
SEMINARY
Men Students
Women Students
Totol
.............................
...............................
.........................................
COLLEGE
Men Students ..............................................
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
...........................
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting thaw counted more than once . . . . . . . . . . . . . . . . . . . . . . .
TOTAL ENROLLMENT 1952-1953
SEMINARY
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..
..................................
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..................................
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . -
SUMMARY OF GRADUATES
SEMINARY
G:odualt:-i870-1951
Graduater-'952
Total
.........................................
.........................................
.
609
8
-
..................................................
617
COLLEGE
Graduates-i870-1951 ............................................
Graduates-lP52
..............................................
Tota i
................................................
Total Graduates
............
............................
1729
105
1834
-
245 1
Page
Academic Administration
. . . . 42
. . . . . . . . 26
Accounts Payment of .
Admission. College . . . . . . . . . . . . 42
Admirsion. Seminary . .
. . . 101
Administration . . . . . .
.... 5
Administrative Staff . . .
Aims. Fundamental . . . .
Alumni Association. The
Archives. The . . . . . . . . .
Art . . . . . . . . . . . . .
Athletia . . . . . . . . . . .
Attendance. Chapel . .
Attendance. Class . . . . . .
Audio-Visual Educotion
Awards
. . .
.
Band . . . . . . . . . . . . . . . . . . . 37.
Biology. Department of
h a r d of Trustees
..
Buildings . . . . . . . . . . . . . . . . . . . . . . . .
Business Administration. Curriculum. .
Business Administration. Economics. and
Secretarial Studies. Department of . . .
77
93
5
20
53
87
Calendar
.................. 4
Cancellation . . . . . . . . . . . . . . . . . 45
Chapel Service. The . . . . . . . . . 30
Chemistry . . . . . . . . . . . . . . . . . . . 95
Choir . . . . . . . . . . . . . . . . . . . .36. 77
Choral Club . . . . . . . . . . . . . . . . . 37. 77
Christian Education and Sociology . . . 108
Christian Environment . . . . . . . . . . . . . 30
Christianity. Deportment of
. . . 61
Church History (Seminary). . . . . . . . . . 106
Classical Languages. Department of . . . 65
Classification . . . . . . . . . . . . . . . . . . 45
Classwork, Amount of
. . . . . . . . . 44
College. Augsburg
. . . . . . . . 42
College Faculty . . . . . . . . . . . . . . . . . . . . 8
. . . 111
College Students (1952-1953)
...
committees of the Faculty .
Conditions . . . . . . . . . . . . .
. . . 47
Contents. Table of . . .
...
.Convocation
. . . . . . . . . . . . . . . . 31
Counseling .
. . . . . . . . . . . . 39
Course Fees . . : . . . . . . . . . . . . . 25
Courses of Study, College . . . . . . . . . . . 61
Cultural Opportunities .
. . . . . . 31
Curriculums
.
. . . . . 51
Debate and Oratory
35. 70
Degree. Bachelor of Arts .
.
. 48
Dentistry Pre-Dental Courses . . . . . . . 56
Departmental and Student Interest
Groups . . . . . . . . . . . . . 34
.
Page
Dioconate
5 9
Dining Hall
. . 4 0
.
. 31
Discipline . . . . . . . . .
Distinction. Degree with . . . . . . . . . . . . 50
Divisional Organization . . . . . . . . . . . . . 60
Drama . . . . . . . . . . . . . . . . . . . . .35. 71
Economics . . . . . . . . . . . . . . . . . . . . . . . . 87
Education. Deportment of Psychology
and . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Educational Plant . . . . . . . . . . . . . . . 20
Electives . . . . . . . . . . . . . . . . . . . . . . . . 49
Elimination of Students . . . . . . . . . . 45
Employment Service . . . . . . . . . . . . . . . . 29
Engineering. Pre-Engineering Courses . . 57
English. Department of . . . . . . . . . . . . 66
English. Proficiency . . . . . . . . . . . 50
Enrollment Summary . . . . . . . . . . . . . . 121
Entrance Requirements. College . . . . . . . 42
Evening School . . . . . . . . . . . . . . . . . . 23
Examinations. Comprehensive . . . . . . . 47
Examinations. Rules . . . . . . . . . . . . . . 46
Expenses. Student
24. 25. 26. 102
Faculty. The . . . . . . . . . . . . . 7
Fees . . . . . . . . . . . . . . . . . . . . . . .24. 25
Financial Information ............... 24
Financial Support and Control . . . . . . 19
Food Service ..................... 40
Foundation, Augsburg . . . . . . . . . . . . . 20
French . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
. . . 17
Fundamental Aims . . . . . . . .
General Information . . . . . . . . . . . . .
German. Department of . . . . . . . . . . .
Grade Values . . . . . . . . . . . . . . . . . . . .
Graduate Study . . . . . . . . . . . . . . . . .
Graduates 1952 ..................
Graduates (1870.1952) Summary of .
Graduation Requirements. College . . .
Greek . . . . . . . . . . . . . . . . . . . . .65.
.
Health and Physical Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 98
Health Service
. . . . . . . . . . . . . . . . . 40
Hebrew . . . . . . . . . . . . . . . . . . . . . .66, 109
High School Teaching, Curriculum ..... 53
Historical Sketch .................. 15
History and Political Science. Department of ........................ 79
Home Economics. De~artmentof . . . . 90
Home Economics. Vocations in . . . . . . . 55
Homiletics . . . . . . . . . . . . . . . . . . . . . . . 108
Honors . . . . . . . . . . . . . . . . . . . .
37. 50
Hospital Affiliation . . . . . . . . . . . . . . . . 23
Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Humanities. Division of the . . . . . . . 65
. .
Page
Incompletes
.
. 47
Journalism . . . . . . . . . . . . . . . . . . .35.
. 69
Junior College Requirements . . . . . . . . 48
Laboratories . . . . . . . . . . . . . . . . . . . 22
Latin . . . . . . . . . . . . . . . . . . . . . . 66
Law. Pre-Law Courses . . . . . . . . . . . . . . 58
Library . . . . . . . . . . . . . . . . . . .
22
Library Science . . . . . . . . . . . . . . . . 86
Loan Funds . . . . . . . . . . . . . . . . . . 27
Location . . . . . . . . . . . . . . . . . . . . . 15. 125
Majors . . . . . . . . . . . . . . . . . . . . . . . . . 49
Mathematics. Department of . . . . . 97
Medical Staff . . . . . . . . . . . . . . . . . . 6
Medical Technology . . . . . . . . . . . . . 23. 57
Medicine, . Pre-Medic b t s e s . . . . . . . . 55
Membership In Edvcdknal h i a t i o n s 19
Ministry. Preptation for the . . . . 51. PO1
Minors ........................... 49
Miitonnry Work. Pmporntion for . . . . . 52
Mwaum. The . . . . . . . . . .
. . . 21
Music. Deportment of
.
.
. 74
Music Fees . . . . . . . . . . . . .
25. 75
Music. Organizations . . . . . . .36. 77
Naturol Sciences and Mathematics.
Division of . . . . . . . . . . . . . . . . . . . . 93
New Testament (Seminary) . . . . . . . . . . . 105
Norwegian. Courses in . . . . . . . . . . 72
Nursing. Pre-Nursing Courses ........ 56
Nursing. Affiliation with Deaconess
Hospital . . . . . . . . . . . . . . . . . . . .23 37
.
Old Testament (Seminary) . . . . .104
Oratory . . . . . . . . . . . . . . . . . . .35,37. 70
Organ . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Orientation . . . . . . . . . . . . . . . . . . .3B.
. 84
Parish W ~ r k . Preparation f w . . . . . . .
52
Pastoral T k l c g y . . . . . . . . . . . . . . . . . . 107
Payment of Accounts . . . . . . . . . . . . . . . 26
Personnel Services. Student . . . . . . . . 38
Philosophy. Department of . . . . . . . . . . 63
Physical Eduwtion. Department of
Heolth and . . . . . . . . . . . . . . . . . . .
98
Physical Sciences. Department of . . . . . 94
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Piono . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Placemdnt ' Service for Graduates
. .41
Political Science . . . . . . . . . . . . . . . . . . . 80
Polity, Worship, and Parish Work . . . . 108
Practical Thealogy . . . . . . . . . . . . . . . . 107
Pre-Seminory Curriculum . . . . .5 1. 101
Prizes, Scholarships and . . . . . . . . . 27
Probation . . . . . . . . . . . . . . . . . . . . . . 45
Rychology cmd Education. Depart-
'.merit of
......
. . .
83
Recreation ond Social Life . . . . .
Refunds . . . . . . . . . . . . . . . . . . . . . .
Registration . . . . . . . . . . . . . . . . . . . . .
Registration. Change of . . . . . . . . . . .
Religion ond Philosophy. Division of .
Religious Organizations . . . . . . . . .
Residence Requirement . . . . . . . . . .
Romance Languages. Department of .
Room Application . . . . : . . . . . . . . . .
Scandinavian Language and Literature.
Department of . . . . . . . . . . . . 72
Scholarships and Prizes . . . . . 27
Secretarial Studies . . . . . .
..89
Secretarial Work Curriculum
. . . . 54
Seminary. Admission . . . . . . . . . . -101
Seminary. Faculty . . . . . . .
7
Seminary. Courses of Study
1 0 3
Seminary. Expenses . . . . . . . . . ..24. 102
Seminary. Graduation and Degrees
102
Seminary. General Requirements . . . . 101
Seminary Internship . . . . . . . . . . . . .
103
Senior College Requirements . . . . . . . . 49
Social Life. Recreation and . . . . . . . . . . . 31
Sociology. Department of . . . . . . . . . . . 81
Social Sciences. Division of the . . . . . . . . 79
Social Work Curriculum . . . . . . . . . . . 58
Spanish . . . . . . . . . . . . . . . . . . . . . . . . 74
Special Programs of Study . . . . . . . . . . 23
Special Students . . . . . . . . . . . . . . . . . . . 117
Speech. Department of . . . . . . . . . . . . 69
Student Activities . . . . . . . . . . . . .32
Student Areas . . . . . . . . . . . . . . . . . . . . 32
Student Community Life . . . . . . . . . . 30
Student Government . . . . . . . . . . . . . . . 32
Student Nurses . . . . . . . . . . . . . . . . 118
Student Personnel Services . . . . . . . . . 38
Student Register . . . . . . . . . . . . . . . . . 110
Student Society. The . . . . . . . . . . . 32
Systematic Theology . . . . . . . . . . . . .ID6
Table of Contents . . . . . . . . . . . . . . . . 3
Teacher's Certificate . . . . . . . . . . .53. 83
Teaching Curriculum . . . . . . . . . . . . . . . 53
Testing . . . . . . . . . . . . . . . . .38. 42. 46. 47
Theology. College Preparation for . 51. 101
Theology. Courses of Study . . . .
TO3
Theological Orientation Courses
103
Theological Seminary. Augsburg
. 101
Theological Students (1952-1953).
T I0
Theology. The Three-Year Cyck of
Courses . . . . . . . . . . . . . . . . . .
103
Transfer and Advanced Standing'. .43. 102
Trustees. Boord of . . . . .
5
Tuition and Fees . . :
.
24. 25
University Courses
:
.....
Veterons; Admission of . .
Voice
. . . . . . .
. . 4 5
. '
. . . 43
. 76
EVENING SCHOOL
1954
AUGSBURG COLLEGE
MINNEAPOLIS 4, MINNESOTA
Augsburg College is pleased to announce the fourth annual evening
school, a program in adult education for the Twin City Community. The
evening session is ten weeks long, with classes meeting once a week.
The classes norlnally meet for a single period of one hour and fifteen
minutes; three, as indicated in the description of the course, require a
double hour. Although no college credit is given in connection with these
short courses, certain requirements for each course will be outlined b y
the instructor.
The college reserves the right to cancel any course in which there is
insufficient registration and refunds will be made only if the course is
cancelled. Requests for additional courses may be made to the Director.
The College will try to meet such needs when the request is presented b y
twelve students or more.
Tuition will be $9.OC per course and is payable in advance. An additional fee will be charged for a laboratory course.
A special rate of $5.00 per course will be available to a group of
five students or larger from a single organization registering in Courses
26e, 56e, and 71e. Such organizations will include churth groups and
clubs of various kinds.
The first part of the hour on the opening evening will be used for
registration and payment of tuition. Instructions for registration may be
secured in Science Hall.
Advanced registrations will be taken on. request. These must be accompanied by the registration fee.
Address inquiries about Evening School to:
Dean Martin Quanbeck
Director of the Evening School
Augsburg College, Minneapolis 4 - Phone LI 0501
Classes will begin on Monday, January 18, 1954, and meet every
Monday until March 22. One class, Course 52e, will meet on Thursdays,
beginning January 21 and continuing till March 25. Classes begin at
7:00 except the double-period classes, which begin at 6:30.
2e.
Scandinavian Cooking-Breads, Cookies and Cakes
A laboratory course in the preparation of Scandinavian breads,
cookies, and cakes. The class meets for a double period (2% hours).
A materials fee of $5.00 is in addition to the regular fee. Enrolment limited to 15 students. (6:30-9:00, Room S30.) Miss Sigrunn
Kvarnrne.
26e.. How the Bible Came to Us
The aim of this-co.urse is to acquaint the student with the human
history of the Word of God. The course includes a disclission of the
original languages of the Bible, the materials and methods of
transmitting the sacred text from age to age, ancient translations
of the Scriptures, and the transition from manuscript to printed
page. The course also includes a treatment of modern translations
and versions. (7:OO-8:15, Room S212.) Mr. lver Olson.
51e.
Norwegian Folk Painting (Rosemaling)-Beginner's Course
Instruction in "rosemaling". Demonstration and individual work.
The class meets for a double period (2% hours). A materials fee
of $2.00 for paints, oil, and turpentine is charged in addition to
the regular fee. Brushes and plates may be purchased from the
instructor. Enrolment limited to 16 students. (6:30-9:00, Room S33.)
Mr. Hans Berg.
52e.
Norwegian Folk Painting (Rosemaling)-Advanced Course
Similar to Course 51e except that it is intended for those who have
already had this course. Same fees. Enrolment limited to 16 students. (6:30-9:00 Thursdays, Room S33.) Mr. Hans Berg.
56e.
Ten Evenings With Great Writers
Reading and discussion of selected writings by American and British
authors, including Washington Irving, Nathaniel Hawthorne, Ralph
Waldo Emerson, William Shakespeare, John Milton, William
Wordsworth. (7:OO-8: 15, Room S205.) Miss Anne Pederson.
71e.
Popular Minnesota Geology
A survey of geological forces and events that have produced the
land formations of Minnesota. Each class meeting will include the
use of some picture materials, rock samples, or fossils. Slides and
motion pictures will be used extensively. (7:OO-8:15, Room S206.)
Mr. Orval Engen.
a member of the Board of Trustees and Treasurer of the Geological
Society of Minnesota.
ticism of Emily Dickinson". Miss Pederson holds the rank of Associate
Professor of English at Augsburg College. She has been afiliated with
Augsburg since 1933 except for a 2-year leave of absence to teach in
the Son Mateo and Burlingame, California, public schools.
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Student Personnel Services ADMINISTRATION Students entering college face many new situations and prob— lems. Some problems disappear soon after enrollment but others grow during the four years. In order to give the greatest help to students in these circumstances, Augsburg College has developed a... Show moreStudent Personnel Services ADMINISTRATION Students entering college face many new situations and prob— lems. Some problems disappear soon after enrollment but others grow during the four years. In order to give the greatest help to students in these circumstances, Augsburg College has developed a number of student aids combined under the general title of Student Personnel Services. Included are Freshman Days and orientation, testing, counseling, housing and food service, health and recreation, financial aid including student employment and loans, and student activities. Graduating seniors and alumni benefit from the services of the Placement Office. Coordination of these services is centered in the office of the Dean of Students. The planning and policy are formulated by the Personnel Committee. FRESHMAN ORIENTATION Freshmen and other new students participate in uFreshman Days” before the beginning of classes in the fall semester. The students take tests, inspect the college facilities, and become ac- quainted with their fellow students, With the faculty, and espe— cially with their own faculty counselors. Several conferences with the faculty counselors are scheduled for the students, during which they plan their program of study. All freshmen enroll in a class in Orientation. In this course, the students learn about standards and requirements of various areas of college life. Methods and habits of study and related techniques are explored. Personal health, social adjustment, personal finances and vocational aims are discussed. TESTING A battery of aptitude, ability and interest tests are adminis— tered free to all new students during Freshman Days. College apti— tude scores, English and reading ability scores are obtained for later use by counselors in helping students plan their programs. Personal adjustment scores and vocational interest scores help the students select occupational goals and future careers. Show less